Insights into democratic school in Argentina and Spain

Abstract

The study of the multiple links between education and the conceptual meaning of democracy remains a topic of interest. This paper aims to bring to the fore the concept, the pillars and the building process of a democratic school. The foundation of these categories is where the democratic character of the educational establishment lies: the imperative for participation and the improvement of living together. This study is based on the insights of 680 education specialists from Salta (Argentina) and Valencia (Spain) and compares the most salient meanings between both countries. At the methodological level, we have carried out a qualitative research by conducting interviews, surveys and focus groups. Our findings reveal that, despite the differences detected, the demands and needs of both countries converge more often than anticipated. From both perspectives, it is clear that there is a need to build a more inclusive, participatory and formative school, by improving the coordination and involvement of professionals, families and the community. Finally, it follows that a democratic school is a learning community where everyone’s participation (educating about democracy) aspires to become a hands-on workshop on living together (educating for democracy).

Democratic values; Participation; Education for citizenship; Interpersonal relationships; Democratic school