Voices for Dialogue. Participation of Students in a School

Analia Elizabeth Leite Méndez, Jose Ignacio Rivas Flores, Pablo Cortés González, Claudio Nuñez


This article reports on the experience shared between an educative community of a primary school and a research group, both involved in the development of a project called "School Experience, Identity and Community. Researching Collaboratively in Order to Transform the School Practices." The research focused on the collaborative compilation of biographical accounts about school experience of students, teachers and families as a way of enquiry into the different senses of school and the conformation of social and cultural identities. This approach afforded the analysis of school practices and the building of school-based communities. Regarding method, we worked from a narrative and biographical perspective with accounts of the different participants. All of them were involved in successive interviews, ethnography, and reflexive group sessions. Discussion and dialogues, as strategies of changed, were developed from the analysis of biographical accounts of the first phase of the research, during which categories emerged about learning, teaching, conflicts, participation, social school image, and role of students at the school. This paper aims to exhibit the voices of students in the primary school project "Nuestra Señora de Gracia." In this way, students become protagonists of an educative project that at the same time is engaged with the social context of the school for the creation of new models of doing and feeling about schooling and schooling practices.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1203191


education; sociology; dialogue; students; school experience; educative community; social and political emancipation; narrative perspective; ethnography

DOI: http://dx.doi.org/10.17169/fqs-13.3.1881

Copyright (c) 2012 Analia Elizabeth Leite Méndez, Jose Ignacio Rivas Flores, Pablo Cortés González, Claudio Nuñez

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.