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Pluralidad e igualdad en las comunidades de aprendizaje

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Plurality and equality in the Learning Communities
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293
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315

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Objeto: Presentar evidencias empíricas del éxito generado gracias a los tipos de organización del centro y el aula en las comunidades de aprendizaje (CA). Diseño/metodología/enfoque: El presente artículo se basa en 1) literatura científica de referencia en revistas indexadas en el Journal Citation Reports sobre el tipo de participación de las familias de migrantes y minorías culturales y su efecto en la educación de sus hijos e hijas; y en 2) la recogida de testimonios de familiares de origen migrante o pertenecientes a minorías culturales Aportaciones y resultados: Se presentarán evidencias empíricas sobre cómo los tipos de gestión y organización de la participación de las familias en el aula y la escuela de CA maximizan la pluralidad de voces y contribuyen a mejorar los resultados de los niños y niñas de los grupos sociales más desfavorecidos. Limitaciones: La complejidad para conseguir un clima de diálogo igualitario ideal en el marco de las técnicas de investigación comunicativas. Implicaciones sociales: El artículo incide en el hecho que las actuaciones basadas en evidencias científicas consiguen la transformación educativa y social, contribuyendo a responder a los objetivos de Europa 2020. Originalidad / Valor añadido: Cómo implementando determinadas formas de organización del aula y la escuela basadas en la inclusión de la pluralidad de voces aportan evidencias de la mejora en la gestión del centro y de la transformación de las relaciones con la comunidad.
Abstract (2. Language): 
Purpose: To present empirical evidence of the success generated as a result of the types of organization of the centres and the classrooms in the CA. The inclusion of the plurality of voices of families from very different origins allows for an education that based on the plurality and diversity manages to achieve a greater equality in the results of all children. Design/methodology: The present article is based on 1) review of the scientific literature in journals selected in the Journal Citation Reports about the types of participation of migrant families and from cultural minorities and their effect on the education of their children; and 2) on the collection of testimonies of migrant and cultural minority families through qualitative techniques. Findings: Empirical evidence is presented about how the types of management and organization of the families' participation in the classroom and the school of Learning communities maximize the plurality of voices (migrant and cultural minority families) and contribute to improve the results of the children of the social groups who are most underprivileged and who obtain a greater improvement in the results levelling them with those of the mainstream society. Research limitations/implications: Complexity to achieve a climate of ideal egalitarian dialogue in the framework of the communicative research data collection techniques. Social implications: The article emphasizes the fact that evidence based actions achieve social and educational transformation, contributing to respond to the objectives of Europe 2020 to achieve more inclusive societies. Originality/value: How through implementing certain forms of classroom and school organization based on the inclusion of the plurality of voices, we contribute evidence of the improvement of the management of the center and the transformation of the relations with the community, beyond the educational success.

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http://dx.doi.org/10.3926/ic.580

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