This degree paper corresponds to an interpretation of what happens in a mathematics classroom in a Colombian public school, where exclusion from learning and social exclusion coexist (García & Valero, 2013). It is a work located in the recognition of the other (Lévinas, 2002) based on his in-tentions of learning, futures ahead and learning intentions (Skovsmose, Scandiuzzi, Valero, & Alrø, 2011) and dialogic acts (Alrø and Skovsmose, 2003) through the implementation of a Learning Scenario based on previous work such as Garcia, Valero, Camelo, Mancera, Romero, Peñaloza and Samacá (2009) and Martínez (2014).