Construcción colectiva de conocimientos sobre educación inclusiva en procesos de transformación socioeducativa mediante investigación acción participativa

• Moliner García, Odet ^[1] ; Sanahuja Ribés, Aida ^[1] ; Orozco Almario, Inmaculada ^[1] ; Barrera Ciurana, Mercé ^[1]
  1. [1] Universitat Jaume I

     Universitat Jaume I

     Castellón, España

     
• Localización: Perspectiva Educacional: formación de profesores, ISSN-e 0718-9729, ISSN 0716-0488, Vol. 64, Nº. 2, 2025, págs. 290-316
• Idioma: español
• Títulos paralelos:
  • Collective construction of knowledge on inclusive education in processes of socio-educational transformation through participatory action research
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• Resumen
  • español

    Este artículo tiene como propósito explorar, comprender y describir los elementos que intervienen en la construcción colectiva de conocimientos sobre educación inclusiva desde el análisis de seis proyectos de investigación españoles financiados y focalizados en la construcción de escuelas más inclusivas mediante procesos de Investigación Acción Participativa (IAP). El estudio emplea una metodología cualitativa y, mediante un análisis de contenido, se pretende comprender, situar y revisar críticamente los elementos clave (condiciones, estrategias y productos) que han propiciado la coconstrucción sostenida de conocimiento pedagógico. Los resultados revelan la importancia de repensar los procesos de investigación en comunidad para diseñar proyectos coherentes con la diversidad, vincular la teoría con la práctica educativa y tender puentes entre universidad y escuela. Las conclusiones ofrecen lecciones prácticas para la creación de futuros proyectos y comunidades que impulsen el modelo de acompañamiento escolar desde la construcción de narrativas pedagógicas colectivas e inclusivas.

  • English

    Despite advances in inclusive education, there remains a gap in understanding how knowledge is collectively constructed through collaborative processes involving teachers, researchers, and school communities. This study aims to explore the key factors involved in the development of more inclusive schools that have undergone change and transformation through Participatory Action Research (PAR) methodologies with an inclusive approach. To this end, six research projects conducted by the MEICRI group (Educational Improvement and Critical Citizenship) at Universitat Jaume I (Spain) were analysed. These projects shared a common inclusive perspective, followed the phases of PAR, and were grounded in the analysis of inclusive practices aimed at transforming schools from a socio-community and territorial perspective. The objective of the study is to critically examine the elements involved in the collective construction of knowledge, emphasizing interaction and dialogue among educational community stakeholders and university research teams. Specifically, it addresses three research questions: (1) What participation conditions influence the co-construction of knowledge? (2) What strategies facilitate the co-construction of knowledge? and (3) What communication or dissemination outputs support the co-construction of knowledge? A qualitative methodology was employed, based on documentary analysis of six research projects selected using four inclusion criteria: (a) completed projects, (b) competitively funded, (c) conducted within the last ten years, and (d) involving socio-educational transformation through PAR. Data were analysed through a deductive manual coding process and group discussions, structured around three analytical categories aligned with the research questions: conditions, strategies, and outputs. Findings highlight the relevance of incorporating less traditional, non-academic formats that value and collect narratives from all stakeholders, underscoring the principle that no one should be excluded from the knowledge production and communication processes at any stage of the research. The study underscores the importance of collective knowledge co-construction in PAR as a pathway toward socio-educational transformation and inclusion. Equitable collaboration and distributed leadership emerge as key conditions, though ongoing reflection is needed to balance roles and power among educational actors. The study concludes that the construction of inclusive, plural, and accessible pedagogical narratives remains a critical challenge, requiring the dismantling of professionalizing biases and the promotion of authentic community participation. PAR is reaffirmed as a fundamental approach for rethinking teacher education and professional practice, enabling the development of more democratic, critical, and transformative education. Furthermore, this article invites deeper reflection on how to conduct inclusive and emancipatory research that fosters more horizontal relationships with community actors and supports the creation and co-creation of knowledge through co-research strategies.