Resistencia contrahegemónica para la transformación escolar en el contexto neoliberal. El caso del instituto de educación secundaria Esmeralda en Andalucía

Abstract

Educational systems are colonized by a neo-liberal morality. This paper aims to show a disruptive experience of collaborative action research in a middle school on a disadvantaged context of Malaga. From a critical and decolonial approach, the transformations originated in relation to resistance and friction, innovation and participation and inclusion, among other issues, are addressed. Promote interactive and disruptive educational practices, means build a fairer and democratic conception of