How to make democratic schools?

Abstract

In order to answer the question in the title of this article, a journey was carried out, what made us, in first place, to define what is understood by democratic school, what are its main limitations and errors, and what are its possibilities as an instrument of social changes. The democratic school has distinguished itself as a locus of participation that has, however, frequently produced inequality and discrimination. In spite of that, democratic schools must be spaces for controversy and fight for democracy. In second place, the article makes a brief review of some of the main trends and moments of the development of democratic schools. Then, in its final part, the text proposes a set of pedagogical dynamics that should help to build schools as democratic communities. Dynamics such as meetings, the use of small groups, the definition of spaces for dialogue and participation, and the design of value practices. Finally, the author concludes describing one of the essential practices of democratic schools: classroom assembly. Apart from the description of these assemblies and how they are supposed to work, their role is also analyzed both as an instrument of values education and as a preparation for citizenship.