Participated democracy in school transformation processes. A case study

Abstract

Introduction. This article presents the transformations that the concept of democracy has undergone in the culture of a school throughout four Participatory Action Research processes. Its objective is to check how the problematization of knowledge among different groups in the educational community have led to the joint construction of knowledge about democracy, as well as the dynamics of PAR itself, and how this has produced transformations in the participants and in the school culture. Method. This is a case study whose analysis includes the review of the results of each project and their contrast with the current perception of the actors involved. Results. Democracy has been inscribed in the school culture of this center, building its own inclusive and participatory model that is not free of tensions. The meaning of democratic education has redefined the foundations, practices and identity of the center. Discussion. PAR processes enable the collective definition of an emancipatory school culture and contribute to the school’s inclusion in its territory as a proactive social agent committed to social transformation. However, it is clear that there is still a need for progress in terms of student participation in organizational decision-making spaces.