¿Para cuándo la mejora de participación de los estudiantes en los centros educativos?

  1. Márquez Vázquez, Carmen
  2. Sandoval Mena, Marta
Intersticios: Revista sociológica de pensamiento crítico

ISSN: 1887-3898

Year of publication: 2016

Issue Title: El Universo fractal

Volume: 10

Issue: 2

Pages: 21-33

Type: Article

More publications in: Intersticios: Revista sociológica de pensamiento crítico


Democracy and democratic schools have been constant objects of study from sociology, but only an educational analysis of gradual processes and committed daily with these ideals can promote the learning of values, attitudes, knowledge and skills necessary to improve them. The personal experiences have in their primary educational spaces and exercise of a democratic system are closely related, and how it can be assumed these experiences will be different depending on the school model you have. Participation in the school space has historically been restricted to the "best" or limited in some transcendent areas, relegating students’ decision making in both academia and the management and organization of the center. Since the framework of inclusive education, understanding that education necessarily implies improvement processes involving all students is promoted, without exclusions for cultural, curricular and social factors, among others. The assumptions and practice of inclusive education are connected with the implementation of democratic schools and adds a value of acceptance of the wide range of human diversity.