Networks and forms of collaboration as keys for social integration in dialogic community classrooms
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Abstract
Chilean dialogic community classrooms are educational transformation initiatives within the school system that have proven to be highly sustainable over time (some for almost two decades). These experiences are particularly relevant in the current crisis of liberal democracy and its impact on social integration. This dialogic kishu kimkelay ta che participatory action research sought to understand how these classrooms are able to remain cohesive. To this end, research communities were formed in eight of them during the period 2018-2025. The formation of networks and forms of collaboration were identified as key aspects of their durability. Social cohesion does not depend on the type or number of networks, but rather on the stability of the network, as well as on a complex web of areas of pedagogical, relational, communicative, affective, and rational collaboration. Both aspects allow for a discussion of the contributions from the social micro-space to the debate on broader social integration.
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