La participación del alumnado en proyectos educativos vinculados al territorio: propuestas inclusivas en un centro escolar de secundaria

Abstract

The case study presented here is part of the R + D + I project: “School included: planning and implementation of curricular educational practices linked to the territory” financed by the Ministry of Economy, Industry and Competitiveness. It analyzes an interdisciplinary project carried out in 3ºESO of conditioning of a school space realized by the students gathering the support of diverse entities of its municipality. From the perspective of inclusion, this paper deals with the effect of the ordinary measures of attention to diversity adopted in this project linked to the territory and it is based on the hypothesis that the participation and the decision making of students in works Linked to the context facilitates the inclusion of all students. After collecting data through a focus group with the teachers involved in the project and an ad-hoc questionnaire applied to the students, it is concluded that the regrouping of students, expanding their reference group, and the realization of an interdisciplinary project linked to the territory has facilitated the inclusion of all students by increasing their participation in decision-making, by committing themselves to a practical functional task, by linking with the territory and by improving their self-concept and their presentation in the group of peers as well as their feelings of belonging to a collectivity.