Abstract

This work seeks to contribute critical analysis surrounding the educational practices for spatial justice that the movements themselves have proposed. Focusing on the qualitative research approach surrounding the Movimiento de Pobladores en Lucha (MPL) case study from Santiago, Chile, ‘popular self-managed education’ fostered by the MPL represents a complex articulation of educational processes–formal, non-formal, and informal–which promote a radical form of participation, or ‘involvement’. This case allows for the questioning of certain participatory approaches promoted by the planification and education of spatial justice, as a methodology for working with communities.