Redefining the territory of school: Educational spaces for social transformation

Abstract

The study is focused on a project of a school and community transformation process developed in a rural school that review the curricular practices in order to link to territory from an intercultural and inclusive framework. The method is a case study. A Learning Service project is planned and implemented in order to link the school curriculum with the needs of the territory. The aim is to describe and analyse how the processes of participation of the educational community and the democratic negotiation of the school curriculum have enhanced the cohesion of the educational community around a common goal in a territory in tension. The qualitative tools to collect and produce data have been participant observation, interviews and focus groups. The results show that the practice of the ApS has been an opportunity for students to learn curricular contents and develop competences connected to their own context. The curricular practice makes to think about educational spaces critically, enhancing the students' empowerment in defense of the right to a dignified school of quality. The permeability of the school and its positioning as an agent of social change appear as key factors in the development and management of a democratic school.