Abstract

The research aimed to describe the forms of collective organization and the intersubjective relations of recognition that are generated among the actors of three community classroom experiences, based on principles of social justice and dialogical pedagogy, developed in public schools in Chile. From the methodological design called dialogic – kishu kimkelay ta che investigation, defined from the participatory paradigm as a participatory action-research, the actors of the educational communities were involved, such as school teachers, university teachers and students, mothers, boys and girls, in the co-construction of knowledge. It was possible to establish that: new forms of more horizontal work organization emerge, in coordination with external agents and institutions, as well as opening up to new educational spaces typical of the territory, which favoured achieving reciprocal recognition among people