Learning communities are a project of social and cultural transformation of an educational centre and its environment. In Spain, the key reference in adult education is found in La Verneda Sant Marti School of Education. Born in the late seventies, under the slogan of "a school where people dare to dream," La Verneda Sant Marti develops dialogic learning with a high quality education, democratic, open to the community, participatory, pluralistic, with a capacity for change and it is free. In this article our approach to the educational model of learning communities is based on the experience at the school for adults in La Verneda ; Las comunidades de aprendizaje representan un proyecto de transformación social y cultural de un centro educativo y de su entorno. En España, en educación de personas adultas el referente clave lo encontramos en la escuela de educación de La Verneda Sant Martí que, nacida a finales de los años setenta y bajo el lema de "una escuela donde las personas se atreven a soñar", desarrolla el aprendizaje dialógico con una educación de alta calidad, democrática, abierta a la comunidad, participativa, plural, gratuita y transformadora. Basándonos en la experiencia de la escuela de personas adultas de la Verneda, en este artículo nos aproximamos al modelo educativo de comunidades de aprendizaje.
The present text focuses on presenting the Learning Community proposal as a methodological way to generate democratic change in the school system by using practices based on communicative dialogue. Specifically, it describes the development of learning communities in Brazil and at the same time it evaluates the efficacy of its implementation within the Brazilian context. It is, therefore, organized in 3 distinct sections: 1) an introduction to its theme; 2) a description of the present context, which requires a new way to organize places devoted to learning; and 3) a presentation of the learning community proposal. The article is finalized with a brief argumentative conclusion in favor of the learning community proposal. ; El siguiente texto se dedica a la presentación de la propuesta de Comunidades de Aprendizaje como camino metódico de transformación democrática de los centros educativos, a partir de prácticas comunicativo-dialógicas. Se refiere más específicamente al desarrollo de Comunidades de Aprendizaje en Brasil, realizando un balance de su efecto en el contexto brasileño. Está organizado en tres apartados distintos: una introducción al tema, la presentación del actual contexto, que demanda una nueva organización de los centros educativos, y la presentación de Comunidades de Aprendizaje. El texto finaliza con una breve conclusión argumentativa en favor de la transformación de centros educativos en Comunidades de Aprendizaje.
Promoting the exercise of reflection on teaching practices, through the configuration of a learning community in order to strengthen the pedagogical task, implies resignifying the understanding of language as social practice, as opposed to language as a simple decoding mechanical process. In this purpose, the importance and incidence of continuous training, learning communities and the exercise of reflection from a critical pedagogical perspective.
Purpose: Brazil has implemented social programs to meet the Millennium Development Goals of reducing poverty and inequality. Despite the good results still there are ghettos and educational and social inequalities. Moreover Learning Communities are responding to these needs by promoting education based on successful actions scientifically proven of which promote educational change and social inclusion. The aim of this article is to highlight the characteristics of Learning Communities that allow overcoming poverty, and in this perspective, explain the implementation of the Learning Communities in Brazil and how, in this way, it is creating the conditions for effective overcoming give poverty and inequality in this country. Design/methodology: This article is based on documentary analysis of reports of the INCLUD-ED - the project on school education more scientific resources has been funded by the European Union, United Nations / ECLAC, Brazilian public agencies and websites of official institutions that promote Learning Communities in Brazil. Brazilian Institute of Geography and Statistics are also collected. Findings: It highlights successful actions that contribute to overcoming poverty and social exclusion. Such actions are based on dialogic learning, democratic management and the formation of heterogeneous groups. It is observed that in Brazil are carrying out such actions and the ongoing expansion of the project in the country is creating the conditions for effective poverty reduction ; Objeto: Brasil ha implementado programas sociales a fin de cumplir con los Objetivos del Milenio de disminución de la pobreza y las desigualdades. A pesar de los buenos resultados sigue habiendo barrios guetos y desigualdades educativas y sociales. Por otro lado las Comunidades de Aprendizaje vienen respondiendo a estas necesidades al promover una educación basada en actuaciones de éxito comprobadas científicamentecuyos resultados promueven la transformación educativa y la inclusión social. El objetivo de este artículo es ...
Purpose: Brazil has implemented social programs to meet the Millennium Development Goals of reducing poverty and inequality. Despite the good results still there are ghettos and educational and social inequalities. Moreover Learning Communities are responding to these needs by promoting education based on successful actions scientifically proven of which promote educational change and social inclusion. The aim of this article is to highlight the characteristics of Learning Communities that allow overcoming poverty, and in this perspective, explain the implementation of the Learning Communities in Brazil and how, in this way, it is creating the conditions for effective overcoming give poverty and inequality in this country. Design/methodology: This article is based on documentary analysis of reports of the INCLUD-ED - the project on school education more scientific resources has been funded by the European Union, United Nations / ECLAC, Brazilian public agencies and websites of official institutions that promote Learning Communities in Brazil. Brazilian Institute of Geography and Statistics are also collected. Findings: It highlights successful actions that contribute to overcoming poverty and social exclusion. Such actions are based on dialogic learning, democratic management and the formation of heterogeneous groups. It is observed that in Brazil are carrying out such actions and the ongoing expansion of the project in the country is creating the conditions for effective poverty reduction ; Objeto: Brasil ha implementado programas sociales a fin de cumplir con los Objetivos del Milenio de disminución de la pobreza y las desigualdades. A pesar de los buenos resultados sigue habiendo barrios guetos y desigualdades educativas y sociales. Por otro lado las Comunidades de Aprendizaje vienen respondiendo a estas necesidades al promover una educación basada en actuaciones de éxito comprobadas científicamentecuyos resultados promueven la transformación educativa y la inclusión social. El objetivo de este artículo es destacar las características de CdA que permiten la superación de la pobreza, y bajo esta perspectiva, explicar la implementación de las CdA en Brasil y cómo de esta forma se está creando las condiciones para que se dé una efectiva superación de la pobreza y de las desigualdades en este país. Diseño/metodología/enfoque: Este artículo se basa en análisis documental de informes del INCLUD-ED - el proyecto sobre educación escolar de mayor rango científico y más recursos que se haya financiado por la Unión Europea, Naciones Unidas/CEPAL, organismos públicos brasileños y páginas webs oficiales de instituciones que promueven CdA en Brasil. Asimismo también se recoge datos estadísticos del IBGE - Instituto Brasileño de Geografía y Estadística. Aportaciones y resultados: Se pone de relieve actuaciones de éxito de las CdA que contribuyen a la superación de la pobreza y de la exclusión social. Tales actuaciones se basan en el aprendizaje dialógico, la gestión democrática y la formación de grupos heterogéneos. Se constata que en Brasil se están llevando a cabo tales actuaciones y con la actual expansión de este proyecto en el país se está creando las condiciones para una efectiva superación de la pobreza. Originalidad / Valor añadido: Este artículo revela elementos concretos de superación de la pobreza a través de la educación
Purpose: Brazil has implemented social programs to meet the Millennium Development Goals of reducing poverty and inequality. Despite the good results still there are ghettos and educational and social inequalities. Moreover Learning Communities are responding to these needs by promoting education based on successful actions scientifically proven of which promote educational change and social inclusion. The aim of this article is to highlight the characteristics of Learning Communities that allow overcoming poverty, and in this perspective, explain the implementation of the Learning Communities in Brazil and how, in this way, it is creating the conditions for effective overcoming give poverty and inequality in this country. Design/methodology: This article is based on documentary analysis of reports of the INCLUD-ED - the project on school education more scientific resources has been funded by the European Union, United Nations / ECLAC, Brazilian public agencies and websites of official institutions that promote Learning Communities in Brazil. Brazilian Institute of Geography and Statistics are also collected. Findings: It highlights successful actions that contribute to overcoming poverty and social exclusion. Such actions are based on dialogic learning, democratic management and the formation of heterogeneous groups. It is observed that in Brazil are carrying out such actions and the ongoing expansion of the project in the country is creating the conditions for effective poverty reduction ; Objeto: Brasil ha implementado programas sociales a fin de cumplir con los Objetivos del Milenio de disminución de la pobreza y las desigualdades. A pesar de los buenos resultados sigue habiendo barrios guetos y desigualdades educativas y sociales. Por otro lado las Comunidades de Aprendizaje vienen respondiendo a estas necesidades al promover una educación basada en actuaciones de éxito comprobadas científicamentecuyos resultados promueven la transformación educativa y la inclusión social. El objetivo de este artículo es destacar las características de CdA que permiten la superación de la pobreza, y bajo esta perspectiva, explicar la implementación de las CdA en Brasil y cómo de esta forma se está creando las condiciones para que se dé una efectiva superación de la pobreza y de las desigualdades en este país. Diseño/metodología/enfoque: Este artículo se basa en análisis documental de informes del INCLUD-ED - el proyecto sobre educación escolar de mayor rango científico y más recursos que se haya financiado por la Unión Europea, Naciones Unidas/CEPAL, organismos públicos brasileños y páginas webs oficiales de instituciones que promueven CdA en Brasil. Asimismo también se recoge datos estadísticos del IBGE - Instituto Brasileño de Geografía y Estadística. Aportaciones y resultados: Se pone de relieve actuaciones de éxito de las CdA que contribuyen a la superación de la pobreza y de la exclusión social. Tales actuaciones se basan en el aprendizaje dialógico, la gestión democrática y la formación de grupos heterogéneos. Se constata que en Brasil se están llevando a cabo tales actuaciones y con la actual expansión de este proyecto en el país se está creando las condiciones para una efectiva superación de la pobreza. Originalidad / Valor añadido: Este artículo revela elementos concretos de superación de la pobreza a través de la educación
ABSTRACTThe management of the teaching centers has acquired new challenges with the current legislation, giving the director greater responsibility. For this reason, the proper functioning and organization of the centers depends on the idiosyncrasy of the management project, since it conditions their educational project. In this study we have analyzed 34 centers in Andalusia transformed into Learning Communities (CdA) by conducting personal interviews with each director. To this end, a qualitative methodology has been followed, which allows us to describe and understand the reality that is studied by adding social and cultural aspects of the context. The Nvivo 10 program has been used to describe the relationships between the different categories according to the references obtained by the interviewees. It has been shown that the role of management has a decisive influence on the pedagogical innovation processes of these centers and the main difficulties encountered by the director throughout the entire process have been identified. On the other hand, it has been observed that the satisfaction of the latter conditions the work of the teaching staff, as well as the improvement in the relationship of the members of the educational community and their own perception of the school. In conclusion, it can be assured that the directors of CdA centers need to carry out a pedagogical, democratic and distributed leadership among all the members of the educational community in order to get the project implemented efficiently, resulting in improvements in performance and coexistence of the center. ; RESUMEN La dirección de los centros docentes ha adquirido con la legislación actual nuevos retos, dotando de mayor responsabilidad al director. Por este motivo, el correcto funcionamiento y organización de los centros depende de la idiosincrasia del proyecto de dirección, ya que condiciona su proyecto educativo. En el presente estudio se han analizado 34 centros de Andalucía transformados en Comunidades de Aprendizaje (CdA) mediante la realización de entrevistas personales a cada director. Con tal fin, se ha seguido una metodología cualitativa, la cual, permite describir y comprender la realidad que estudia añadiendo aspectos sociales y culturales del contexto. Se ha utilizado el programa Nvivo 10 para describir las relaciones entre las distintas categorías según las referencias obtenidas por parte de los entrevistados. Se ha demostrado que el papel de la dirección influye decisivamente en los procesos de innovación pedagógica de estos centros y se han identificado las principales dificultades con las que se encuentra el director a lo largo de todo el proceso. Por otro lado, se ha observado que la satisfacción de éste condiciona el trabajo del profesorado, así como la mejora en la relación de los miembros de la comunidad educativa y de su propia percepción del centro escolar. Como conclusión, se puede asegurar que los directores de centros CdA necesitan llevar a cabo un liderazgo pedagógico, democrático y distribuido entre todos los miembros de la comunidad educativa para conseguir que el proyecto se implemente de forma eficaz, dando como resultado mejoras en el rendimiento y convivencia del centro. ABSTRACTThe management of the teaching centers has acquired new challenges with the current legislation, giving the director greater responsibility. For this reason, the proper functioning and organization of the centers depends on the idiosyncrasy of the management project, since it conditions their educational project. In this study we have analyzed 34 centers in Andalusia transformed into Learning Communities (CdA) by conducting personal interviews with each director. To this end, a qualitative methodology has been followed, which allows us to describe and understand the reality that is studied by adding social and cultural aspects of the context. The Nvivo 10 program has been used to describe the relationships between the different categories according to the references obtained by the interviewees. It has been shown that the role of management has a decisive influence on the pedagogical innovation processes of these centers and the main difficulties encountered by the director throughout the entire process have been identified. On the other hand, it has been observed that the satisfaction of the latter conditions the work of the teaching staff, as well as the improvement in the relationship of the members of the educational community and their own perception of the school. In conclusion, it can be assured that the directors of CdA centers need to carry out a pedagogical, democratic and distributed leadership among all the members of the educational community in order to get the project implemented efficiently, resulting in improvements in performance and coexistence of the center.
En la sociedad actual la participación, desde el voluntariado en programas de acción social, es considerada como un valor fortalecedor de las sociedades democráticas, y para el alumnado universitario una oportunidad de complementar su formación profesionalizadora compartiendo experiencias significativas en diversos ámbitos de intervención social. Desde el año 2011, la Facultad de Ciencias de la Educación de la Universidad de Córdoba ha estado colaborando con los centros que han iniciado su transformación en Comunidades de Aprendizaje a través de distintas actuaciones, entre las cuales se sitúa la participación de voluntariado universitario en el proyecto. Esta participación supone un compromiso del alumnado en la puesta en marcha de actuaciones educativas de éxito (AEE) y en la participación en las diferentes comisiones del centro, asistiendo al colegio durante el curso académico y, paralelamente, recibiendo formación sobre las bases científicas de este proyecto. El objetivo de esta comunicación es describir la experiencia de formación del voluntariado universitario en Comunidades de Aprendizaje, realizada a través de dos actividades: Seminario de Iniciación al Voluntariado en Comunidades de Aprendizaje y Seminario de Tertulias Pedagógicas Dialógicas. Estos seminarios pretenden ofrecer al alumnado de grado de las diversas titulaciones de la Facultad de Ciencias de la Educación la oportunidad de participar en experiencias educativas innovadoras que están reconocidas por la Comisión Europea como programas superadores de la exclusión social, como es el caso de las Comunidades de Aprendizaje (INCLUD-ED Consortium, 2006-2011) a la vez que participan durante el curso académico en las prácticas que realizan como voluntarios y voluntarias en las escuelas Comunidades de Aprendizaje de Córdoba. Finalmente, aportamos conclusiones basadas en el análisis de los datos obtenidos en distintos momentos del proceso. ; In modern societies , participation in volunteer social action is considered as a strengthening factor of democratic societies. For university students is an opportunity to complete their training by sharing meaningful experiences in various areas of social intervention. Since 2011, the Faculty of Education at the University of Cordoba has been working with schools that have begun their transformation into learning communities through various activities , among which a university voluntary participation in the project schools. This participation is a commitment of the students in the implementation of educational strategies for success (ESS) and participation in the various committees of the center, attending school during the academic year and, in parallel, receiving training on the scientific basis of this project. The aim of this paper is to describe the formation of the university experience volunteering in Learning Communities, conducted through two activities: Seminar Introduction to Volunteering Learning Communities and Educational Seminar Tertuliasdialogic . These seminars offered to undergraduate students of various courses at the Faculty of Education the opportunity to participate in innovative educational experiences that are recognized by the European Commission as superseders programs of social exclusion, such as the Communities of Learning (INCLUD-ED Consortium, 2006-2011) while participating in the academic year in practices that perform as volunteers in schools learning Communities Córdoba. Finally, we provide conclusions based on the analysis of data obtained at different monmentsin the process.
This article explores the cause and effects of the increased policy emphasis on work to support employability within the field of Adult and Community Education in Scotland. This exploration is conducted from a critical perspective to demonstrate how Neo-liberalism and New Manageri- alism are reshaping the purpose and practice of Adult and Community Edu- cation and shifting its emphasis from "learning to be" to "learning to earn". The way employability work is conceptualised will be critically examined to reveal how it can cut across what are perceived to be some of the core values and ethical commitments of Community Education such as empowerment, dialogue, and social constructivist approaches to knowledge and curriculum development. The concepts of hegemony and governmentality will be drawn on to reveal how practitioners are being shaped and disciplined by these neo liberal times and the accompanying technical rationality, potentially result- ing in the contradictory situation in which practitioners become answerable to two masters, one representing the logic of the market, and the other, the values and ethics of the profession. So to we shall conclude by arguing that Community and Adult educators need to develop a critical awareness of the effects of neo liberalism on education policy and practice so they can help people become aware of their agency and encourage their active contribute to the transformation of their social world based on their own interests, rather than working to adapt people to fit passively and uncritically into this exist- ing unequal one.
The model Permanent Learning in Teams -as professional learning communities- is a practical approach that early childhood professionals and their coaches support to develop a critical reflective attitude on their knowledge and praxis. The model was developed during a two years action research project conducted by Bureau MUTANT (2007-2008) and co-constructed with four childcare-providing organizations. The project focused on the development of a reflexion process at all levels in these organizations - educators, team leaders and management and staff at central level - to improve professional quality. The coconstruction of the model contributed to strengthening the individual and team learning processes. It also led to more pleasure, enthusiasm and increased commitment towards the work of educators. However, two important conditions have to be in place within early childhood organizations: Structural time to facilitate the reflection process and team coaching. ; El modelo Aprendizaje Permanente en Equipo apoya a los profesionales y equipos directivos de la primera infancia a desarrollar una actitud crítica y reflexiva sobre el conocimiento y la práctica. El modelo, desarrollado durante un proyecto de dos años de investigación práctica, fue llevado a cabo por Bureau MUTANT (2007-2008) y coconstruido con cuatro centros de atención y educación a la primera infancia. El proyecto puso énfasis en el desarrollo de un proceso de reflexión, a distintos niveles en estos centros, para mejorar la calidad profesional. La coconstrucción del modelo ha contribuido al fortalecimiento de los procesos de aprendizaje individuales y de equipo. También dio lugar a una mayor satisfacción y compromiso hacia el trabajo entre los educadores. Sin embargo, dos condiciones se hacen imprescindibles para obtener resultados positivos: la necesidad de crear tiempo estructural para facilitar la práctica reflexiva y la supervisión sistemática de los equipos de educadores.The model Permanent Learning in Teams -as professional learning communities- is a practical approach that early childhood professionals and their coaches support to develop a critical reflective attitude on their knowledge and praxis. The model was developed during a two years action research project conducted by Bureau MUTANT (2007-2008) and co-constructed with four childcare-providing organizations. The project focused on the development of a reflexion process at all levels in these organizations - educators, team leaders and management and staff at central level - to improve professional quality. The coconstruction of the model contributed to strengthening the individual and team learning processes. It also led to more pleasure, enthusiasm and increased commitment towards the work of educators. However, two important conditions have to be in place within early childhood organizations: Structural time to facilitate the reflection process and team coaching.
El objetivo es presentar una propuesta didáctica que permite que los centros educativos sirvan como instrumentos de cohesión social y como lugares de posibilidad de transformación social y educativa. El texto está estructurado en tres partes. En primer lugar, se reconoce la necesidad de las propuestas innovadoras y se alerta del riesgo que pueden conllevar al perpetuar un sistema de desigualdad. A continuación, se propone un cambio en la cultura organizativa de los centros educativos de la mano de las Comunidades de Aprendizaje; tras analizar sus fundamentos, se exponen tres de las acciones didácticas que pretenden lograr la igualdad en los resultados. Finalmente, se repasan las ventajas y desventajas y se presentan las conclusiones. ; The paper aims to present a didactic proposal which enables educational centres to serve as mechanisms of social cohesion and as places where social and educational transformation is possible. The text is structured in three parts. After acknowledging the need for innovative proposals, I point out the risk of perpetuating a system of inequality that they can entail. Next, I propose a change in the organisational culture of schools brought about by Learning Communities—I analyse its bases and present three didactic actions that aim to achieve equality of outcomes. Finally, I comment on the advantages and disadvantages of this proposal.
Las Comunidades Virtuales de Aprendizaje están asumiendo un papel importante en los cursos on-line, permitiendo, además del soporte al proceso de construcción delconocimiento y del trabajo colaborativo, la posibilidad de identificación de talentospreviamente invisibles entre los participantes de estas comunidades.Este resultado fue observado en el curso sobre Administración Electrónica, mediado por ordenador y vía Internet, creado para la capacitación de funcionarios del gobierno delEstado de São Paulo, realizado por el Núcleo de Educación a Distancia de la Fundación para el Desarrollo Administrativo (Fundap), insitución ligada actualmente a la Secretaría de Gestión Pública del Gobierno del Estado de São Paulo en Brasil.Este curso se ofrece desde julio de 2005 para aproximadamente unos 3.000 funcionarios del Gobierno del Estado, en el cual la comunidad virtual de aprendizaje se sustenta porcinco pilares pedagógicos fundamentales: Un curso basado en la difusión masiva broadcast-, adopción del modelo andragógico como perspectiva educacional, mediaciónpedagógica y técnica, contribución efectiva de los participantes, y el aprendizajecontinuo y colaborativo. Mediante la comunidad virtual de aprendizaje fue posible identificar cerca de 50 funcionarios que conocían profundamente determinados temas tratados en el curso y que pasarían a actuar como mediadores técnicos en la comunidad.Ellos tienen la corresponsabilidad de mantener la comunidad actuante y crear una red de recursos dentro del sistema de gobierno. Tras esa identificación, algunos de estos funcionarios habían pasado a trabajar más estrechamente con el gobierno, ayudando en el proceso de implantación de acciones de administración electrónica. Es interesantemencionar que esos talentos siempre existieron, per sin embargo estaban escondidos y, posiblemente, ignorados. La creación de la comunidad virtual de aprendizaje puede ser la gran oportunidad del gobierno para rescatar el potencial intelectual y humano de susfuncionarios, valorando la capacidad de pensar, de crear y de relacionarse que ellos tienen. ; Virtual learning communities have assumed an important role in on-line courses, supporting the process of knowledge construction and collaborative work, as well as the possibility of identifying talents previously invisible among community participants.This result was observed in the on-line course about e-Government created to train public workers from the State of São Paulo government and developed by the Nucleus of Distance Education of the Foundation of Administrative Development (Fundação do Desenvolvimento Administrativo - Fundap), an institution that is currently linked to the Secretary of Public Management of the State government of São Paulo, Brazil.The course has been offered since July 2005 to approximately 3,000 state government workers. The course has a series of activities, including a virtual learning community that is sustained by five fundamental pedagogical components: a tutorial structured according to a broadcast approach, adoption of an educational approach based upon the andragogical model, pedagogical and technical mediation, effective contribution by theparticipants, and a collaborative and continuous learning process. Through the virtual learning community it was possible to identify 50 workers who have in depth knowledge of certain themes that are part of the course. These individuals acted as technical mediators in the community. They have the co-responsibility for maintaining the communityactive, and they constitute a network of resources within the government system.Once these workers were identified some of them began to work more closely withthe government, helping the process of implementing e-government actions. It is interesting to highlight that these talents always existed within the system however they were unknown and possibly ignored. The creation of the virtual learning community can be a great opportunity for the government to regain the human and intellectual potential of its workers, valuing their capacity to think, to create and to relate to one another.
Este artículo relata una experiencia docente en la que se efectúa un movimiento (epistemológico, práctico y político) dentro de la universidad: un movimiento que transita de la estandarización y homogeneización del saber a las ecologías de saberes. Tomando la práctica docente como lugar desde el que promover y acompañar ese movimiento, proponemos una serie de intervenciones sobre tres dispositivos centrales: el programa de la asignatura, los trabajos en grupo y la posición docente. Para liberar estos dispositivos es necesario poner en suspenso las inercias que orientan nuestras decisiones y acoger la incertidumbre, la vulnerabilidad, la alteridad y la creatividad como constitutivas de la producción de saber. Todo ello con el objetivo de crear contextos de aprendizaje situados, orientados desde lo común y para lo común, en los que el cruce de saberes abre las posibilidades para una experiencia de aprendizaje significativa. ; This article describes a teaching experience entailing an epistemological, practical and political movement within the university: from the standardization and homogenization to the ecology of knowledge. The teaching practice is the place where this movement is elicited. We propose a series of interventions on three central devices: the syllabus, the collective assignments and the teaching position. It is necessary to suspend the inertia that guides our decisions and to embrace uncertainty, vulnerability, alterity and creativity, as they are constitutive features of the production of knowledge. The goal is to free those devices in order to create situated learning contexts, oriented from and towards the commons, where the intersection of different forms of knowledge opens possibilities for a meaningful learning experience. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada
[EN] Educational research has shown that the experiences that seek the democratization of the school organization and the generation of collaborative links inside and outside the school, favor the achievement of educational purposes. From this perspective, a group of education professionals set out to develop an educational experience that would articulate the efforts of the university, organized civil society, the public school and the community that hosts it, in order to build a project aimed at improving processes in a primary school; likewise, reflect on the concept of an communities that educate, which is inspired and nurtured by the theoretical and experiential work developed around the concepts of learning communities and educating cities. This communication shows the first steps in the formation of this community and the development of a participatory diagnosis, using the techniques of a research workshop and discussion groups, in addition to the problem analysis tool, within the framework of a participatory action research project with a qualitative approach. The exercise made it possible to identify a matrix of problems and establish priority actions to draw a work route. In this regard, the group agreed to study and influence the school-community linkage processes as a starting point. This collaborative effort made it possible to identify the potential of participatory experiences, in addition to the recovery of learning for the continuity of the experience. ; [ES] La investigación educativa ha demostrado que las experiencias que buscan la democratización de la organización escolar y la generación de vínculos de colaboración al interior y al exterior de la escuela, favorecen el logro de los propósitos formativos. Desde esta perspectiva, un colectivo de profesionales de la educación se propuso desarrollar una experiencia educativa que articulara los esfuerzos de la universidad, la sociedad civil organizada, la escuela pública y la comunidad que la alberga, con objeto de construir un proyecto orientado ...
Tratando de acercarnos a la mejora educativa desde parámetros de calidad y equidad, apostamos por un modelo educativo de igualdad y justicia. Este es el modelo intercultural inclusivo, que apuesta por la igualdad de oportunidades favoreciendo la construcción de una sociedad democrática y crítica. Pero los procesos de cambio hacia la inclusión son complejos y existen múltiples factores que favorecen o impiden la transformación de una institución educativa. En el artículo, a partir de la guía CEIN, analizamos algunos de los elementos de la cultura escolar que inciden en el cambio. Se presenta en este artículo el proceso de cambio que han iniciado dos centros en el curso 2011-2012 para convertirse en una comunidad de aprendizaje. Para concluir, tratamos de mostrar la relación que existe entre la cultura escolar, desde los elementos de la guía CEIN, con el proceso de cambio de las experiencias presentadas. ; Trying to approach to the educational improvement from parameters of quality and equity, we focus on an educational model of equality and justice. This is the intercultural inclusive model, which focus on promoting equal opportunities for building a democratic and criticism society. But the change processes towards the inclusion are complex and there are many factors that promote or inhibit the transformation of an educational institution. In the article, from the CEIN guide, we discuss some of the elements of school culture that affect to the change. Presented in this article the process of change that two centers have started during 2011-2012 to become a Learning Community. In conclusion, we try to show the relationship between school culture, since the elements of the CEIN guide, with the process of change of the experiences presented.
