José González-Monteagudo

Este artículo aborda la educación ciudadana y democrática en la educación secundaria española, fundamentándose en un modelo de democracia crítica y participativa que cuestiona los enfoques elitistas tradicionales. En el marco de un proyecto europeo Erasmus+, se presenta y analiza la propuesta didáctica "Investigando la Democracia en Acción" (IDA), un módulo formativo de 16 horas implementado con estudiantes del Máster de Formación de Profesorado de Secundaria. El objetivo principal es transformar a los futuros docentes en mediadores democráticos capaces de promover la participación, el debate y el pensamiento crítico mediante el aprendizaje basado en la investigación escolar de problemas socioambientales reales. A través de una metodología cualitativa que incluyó grupos de discusión, los participantes evaluaron la efectividad del enfoque IDA utilizando el programa no formal "Parlamento Joven". Los resultados evidencian un preocupante descuido de la educación cívica debido al énfasis en las competencias orientadas al mercado laboral, así como limitaciones en los programas actuales por la escasa formación docente y la rigidez de las instituciones. Finalmente, se proponen mejoras en las políticas educativas, demandando la inclusión obligatoria de asignaturas sobre democracia en la formación del profesorado, la actualización del currículo escolar y una mayor cooperación en red entre los agentes educativos.

Increasing migration has reshaped Spanish schools into complex, multilingual, and multicultural environments, challenging traditional models of educational inclusion. In Andalusia, temporary language adaptation classrooms (ATAL) were introduced to support migrant pupils’ linguistic acquisition and school integration; however, their role in inclusive education remains controversial. This study examines how ATAL classrooms operate in practice and the extent to which they contribute to or hinder inclusivity. A qualitative exploratory design was adopted based on five focus groups with 34 education professionals (teachers, counsellors, and school leaders). Data were analysed using inductive thematic analysis to capture participants’ perspectives on policy implementation and everyday practices. The findings reveal a tension between inclusive policy discourse and school-level practices. While ATAL teachers display strong vocational commitment and an intercultural orientation, the model is constrained by insufficient training, high staff turnover, weak coordination across teaching roles, and limited institutional support. These conditions contribute to practices that separate pupils from mainstream classrooms, leading participants to characterise ATAL as a form of ‘pseudo-inclusion’ that prioritises rapid linguistic adaptation over meaningful participation in the classroom. The study calls for a redefinition of the ATAL model toward more integrated, collaborative, and intercultural approaches, emphasising whole-school responsibility, strengthened teacher preparation, and greater alignment between policy frameworks and educational practices.

La educación de las mujeres migrantes constituye una temática poco investigada en el contexto español. El artículo ofrece una contribución en este ámbito, mediante el análisis de las trayectorias y experiencias educativas de mujeres migrantes latinoamericanas en España, centrándose en la educación formal y no formal, desde la perspectiva interseccional y biográfica. El estudio es de enfoque cualitativo, basado en 12 entrevistas biográfico-narrativas con mujeres migrantes latinoamericanas. La intersección entre los ejes de desigualdad, género y migración condiciona y configura las trayectorias educativas de estas mujeres, que sufren situaciones de desigualdad y vulnerabilidad que dificultan, en algunos casos, el desarrollo de actividades educativas (formales y no formales sea en escuelas y universidades o en instituciones del tercer sector). Se observa que la participación y culminación de procesos educativos contribuye a la cohesión social en el país de acogida en interés de la equidad.

This paper investigates the characteristics and both material and emotional costs of upward social mobility through university education in Spain and the Dominican Republic. A comparative qualitative study has been carried out, based on biographical-narrative interviews, with a sample of 6 Dominican students and 9 Spanish students coming from an economically disadvantaged background. The results show the social mobility experiences and expectations of the participants and their families, with different nuances in the two contexts. The need to combine study with work is one of the main costs of university. The primary coping strategy in both countries is material and symbolic family support, but additional coping mechanisms to persist in studies are also evident. The conclusions highlight both the perspectives developed by the participants and the critical role of structural dimensions (social background, national context, recent history, economy, social values, culture, religious beliefs) in understanding their experiences in the university context.

O artigo trata da reflexão sobre a experiência de ser docente no Instituto Federal do Amazonas (IFAM) – Campus Coari. Perseguindo os princípios da pesquisa narrativa, no diálogo com a pesquisa (auto) biográfica, busca-se identificar as principais experiências vividas no local que ampliaram a concepção de complexidade da docência e que possibilitaram evidenciar as diferentes nuances do Desenvolvimento Profissional Docente (DPD). Propõe-se caminhos de aprendizagens significativas que possam facilitar os processos de identificação no campo das diferenças e do contexto da docência no Instituto Federal, ampliando a perspectiva formativa da pesquisa narrativa, a partir da experiência refletida.

This article focuses on the evolution of intercultural education in the educational policies of Italy and Spain. The evolution of school regulations and educational practices in both countries presents similar characteristics, including the shift from the paradigm of integration to that of inclusion of students with migrant backgrounds. At the same time, historical and political differences between the two countries have led to the implementation of very different practices, which it is interesting to compare, with a particular interest in those processes of hidden exclusion that are still present in the two educational systems, despite the progress of official regulations. We will present the critical points and strengths of both countries’ systems, identifying, on the one hand, the inclusion factors (development of inclusive practices, development of resources and programmes for foreign students) and, on the other hand, the exclusion practices that persist despite legislation (school segregation and school concentration). In the conclusions, we will suggest possible strategies to contribute to the development of intra-European measures and policies to foster the reception of people with a migrant background in national school systems.

Descolonizar el pensamiento, descolonizar la educación, descolonizar toda forma de sometimiento pasa por descolonizar los lenguajes de los poderes, puesto que sometidos bajos los lenguajes de los poderes y con los tiempos colonizados poco podemos hacer para liberarnos, para emanciparnos. Se propone un viaje a la descolonización lingüística, cuya hipótesis central es: Toda forma de colonizaje está amparado en un entramado lingüístico que los opresores no logran desencriptar. Entre varias conclusiones resaltamos que cualquier lucha por la equidad, la igualdad, la justicia, la libertad y la felicidad es imposible sino alteramos los lenguajes que los poderes nos imponen.

Este artigo enfoca a pesquisa biográfica, salientando as contribuições desta abordagem metodológica para o estudo das migrações e da interculturalidade, através do uso de entrevistas biográficas e outras técnicas, com o objetivo de tornar visível, compreensível e contextualizar social e culturalmente as histórias de vida de crianças e jovens de origem imigrante. As referências teóricas são as identidades narrativas, a interculturalidade crítica e os estudos de migração. Propomos uma abordagem complexa e plural da pesquisa biográfica sobre imigrantes, com foco específico nas crianças e jovens, prestando atenção às dimensões epistemológicas e metodológicas, para desenvolver pesquisas com qualidade, rigor, senso ético e relevância social.

Este artigo discute a importancia da escrita em abordagens qualitativas e as implicações da crise da representação etnográfica para o desenvolvimento de novos estilos de fazer pesquisa e intervenção. Revisa publicações que apresentam estilos inovadores de pesquisa e intervenção com abordagens etnográficas e (auto)biográficas, a fim de (1) refletir sobre discurso, retórica e voz; (2) promover uma escrita mais crítica em abordagens etnográficas e biográficas; (3) aplicar essas discussões em contextos migrantes e inclusivos.

Spanish universities in the 21st century are a far cry from institutions prior to the 1970s, which were characterized by strong social homogeneity where only students who had to study did. In this elitist context, there was a direct correlation between social class and the education system (García de León & García de Cortázar, 1992). In recent decades, universities have grown to become more inclusive instead of only serving privileged members of society. This has led to a situation in which university students do not respond to univocal models. However, this plurality of student profiles does not imply that institutions have adapted their requirements and programs to meet the diverse characteristics and needs of students.