Participación comunitaria en los centros de secundaria desde una perspectiva intercultural

In this article we examine the crucial role of educational participation in secondary schools to promote interculturality, coexistence, democratic values and social commitment. The topic is presented on the basis of a study carried out in the Community of Castilla-La Mancha during the period of 2020-2022. A Likert-type questionnaire (with 31 items in three specific blocks: knowledge, actions and praxis in schools) was given to students, teachers and families about participation and the educational actions that promote it. The results of the research are presented through two key questions based on the analysis of the findings of 4 items on interculturality: a) Are participation programmes in secondary schools a way to promote a plural view of society and coexistence in the educational community? and b) What would be the lines of work in these centres that, from Social Education, would promote interculturality through participation? The results showed the assessment of the participation of the entire community and the difficulties in developing it. In this article, we focus on that part of the study in which the categories associated with interculturality were analysed and how these are carried out in the schools, as well as their link with their immediate social environment. 60 centres participated and a total of 1,620 questionnaires were answered. They were analysed using a non-experimental quantitative method. The text analyses the specific factors that determine the importance of a social and community perspective in education. The need to promote an intercultural perspective which, in a cross-curricular manner, promotes the integration of the entire educational community is determined. Este artigo examina o papel crucial da participação educativa nas escolas secundárias para promover a interculturalidade, a convivência, os valores democráticos e o compromisso social. O tema é abordado a partir de um estudo realizado em Castela-La Mancha, durante o período 2020-2022, no qual foi repassado à comunidade educativa um questionário do tipo Likert (com 31 itens) sobre a participação e as ações educativas que a impulsionam. Centrámo-nos em duas questões-chave sobre a interculturalidade a partir das quais articulamos os resultados que apresentamos: a) Os programas de participação nas escolas secundárias são um veículo para promover uma visão plural da sociedade e promover a convivência na comunidade educativa? b) Quais seriam as linhas de trabalho nestes centro