Percepciones docentes sobre prácticas democráticas en centros educativos de Portugal y España

  1. Fernandes, Preciosa 1
  2. Belavi, Guillermina 2
  3. Figueiredo, Carla 1
  4. Basasoro, Maitane
  1. 1 Universidade Do Porto
    info

    Universidade Do Porto

    Oporto, Portugal

    ROR https://ror.org/043pwc612

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Any de publicació: 2023

Títol de l'exemplar: Miscelánea

Volum: 27

Número: 2

Pàgines: 195-213

Tipus: Article

DOI: 10.30827/PROFESORADO.V27I2.22852 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Profesorado: Revista de curriculum y formación del profesorado

Objectius de Desenvolupament Sostenible

Resum

Schools are privileged contexts to learn democracy through practice, therefore the objective of the article is to know and characterize the democratic practices developed in Portuguese and Spanish schools based on teachers' statements. Based on the analysis of 51 interviews, the article presents the teachers' perceptions about practices that they recognize to be based on democratic principles. For both countries, the results suggest three different categories of democratic practices: i) practices aiming to promote openness to dialogue and student participation in decision-making; ii) practices based on coexistence and interpersonal relations, both in the classroom and at school; iii) practices aimed at learning the norms, procedures and values ​​characteristic of a democratic society. The data show that teachers in Spain and Portugal recognize a wide range of educational practices, initiatives and experiences based on principles of democracy and social justice in their schools.

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