Abstract

Social justice is a relevant issue in current Chilean society, particularly for the community classroom experiences that make up this research. These dialogical classrooms are experiences that aim to reverse the injustices that are present in the Chilean formal educational system. This study aims to reveal if these classrooms can advance in social justice of reciprocal recognition and participatory parity, based on a four-year study in eight community classrooms spread along the country, through a type of participatory research. The findings reveal important achievements in social relationships among people in the community and school, together with structural changes that impact the curriculum.