Social exclusion is rooted in the normative pretension to impose certain values and anthropological models that elevate a specific way of thinking about the human being as the best – if not the only – possible, marginalizing those who do not conform to the idea of the dominant subject. Alongside these forms of marginalization and oppression of alterities, there are new and emerging forms of exclusion, related to the increasingly close intertwining of climate change, environmental degradation, and the effects of techno-scientific development. Starting from these premises, the call invites to activate a multiperspective and critical reflection on ways of pedagogically thinking about the human in the plurality of its multiple and possible manifestations, in relation to the changes characterizing the current scenario. It involves questioning how and which subjectivities emerge and transform within the complex entanglements of the contemporary world to explore the educational implications of becoming-subjects today, beginning with conditions marked by divergence and marginality.