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espanolEl proposito de este articulo es analizar la antropologia que subyace en el pensamiento de Emmanuel Levinas como fundamento de la pedagogia del otro. Se comienza con la reflexion del otro como via de acceso a la interpretacion de lo humano. Se aportan argumentos que explican la critica radical del yo como cogito y se descubren las caracteristicas centrales de la antropologia levinasiana: la relacion con el otro como via de construccion humana; esa relacion es radicalmente heteronoma; la presencia del otro es una exigencia que se convierte en responsabilidad. Esta antropologia inspira otro modo de educar que repercute en la relacion del educador y del educando. Se indican las condiciones necesarias que el educador debe asumir desde esta nueva perspectiva educativa. Por ultimo, se senalan dos valores que dan consistencia a la relacion educativa: la practica del dialogo y el aprendizaje de la compasion. EnglishThe purpose of this article is to analyze the anthropology that underlies the thinking of Levinas as basis for the pedagogy of the other. To that aim, some of the basic elements of his anthropology are identified. The paper starts with the reflection about the other providing access to the human being interpretation. Arguments that explain the radical critique of the self as cogito and the main characteristics of Levinas’s anthropology are exposed: the relationship with the other as a means of human construction; that relationship is radically heteronomous; the presence of the other is a requirement that becomes responsibility. This anthropology inspires another education that affects the relationship between the teacher and the learner. The conditions that the educator must assume from this educational perspective are indicated. Finally, two values that give consistency to the educational relationship are identified: the practice of dialogue and the learning of compassion

La pedagogía del otro: bases antropológicas e implicaciones educativas