Abstract

Low learning results of students belonging to educational institutions with high poverty and social risk levels is a situation of concern for specialists and authorities in charge of the Chilean educational policy. However, studies report the existence of schools that, in spite of their vulnerable situation, have obtained adequate learning results. This would suggest that institutional and class actions, which are resistant to their reality of social vulnerability are taking place there, achieving innovation levels in their educational practices guided to quality and equality accomplishments. This shows interdependent processes between different organization levels in the teaching institution to promote microsocial dynamics which are shown in class and support innovative didactic interactions.