Este trabajo es parte de una investigación más amplia (INCLUEDUX) interesada por el impacto que la emergencia sanitaria y social de 2020 ha tenido en las estrategias y prácticas educativas. El proyecto se focaliza en el trabajo desarrollado por los centros educativos que trabajan con alumnado de colectivos considerados especialmente vulnerables en tres comunidades autónomas -Cataluña, Aragón y Andalucía. En este artículo se abordan, desde una perspectiva de género, las percepciones y actuaciones del profesorado de estos centros. Se analizan los datos obtenidos del cuestionario realizado a una muestra de 318 docentes y profesionales de la educación -infantil, primaria y secundaria obligatoria- en la primera fase de la investigación. Se llevó a cabo un análisis descriptivo bivariado en función del género. Los resultados mostraron diferencias estadísticamente significativas (p < 0,05). Atendiendo a las percepciones e interpretaciones que expresan las y los docentes sobre cuestiones curriculares y a las actuaciones que realizaron, se identifican tendencias diferentes entre el profesorado: en el colectivo femenino se muestran, entre otras, posiciones en los campos, intereses y roles que les son atribuidos tradicionalmente - cuidado, personalización en las relaciones, interés hacia emociones y sentimientos, interrelaciones cooperativas. Diversas percepciones y acciones expresadas pueden relacionarse con postulados de las pedagogías feministas y de la educación inclusiva. Los resultados apuntan a la necesidad de incidir en la formación inicial y continua del profesorado, incorporando en mayor medida la perspectiva de género.

The aim of this paper is to describe coping strategies for difficulties generated by the COVID-19 pandemic in schools categorized as "highly vulnerable" in Spain, mainly focusing on children from immigrant and Roma families. Within the framework of a broader research study, we focus our gaze, as a case study, on two schools using in-depth interviews with its principals. These two schools were chosen as case studies because they had shown a history of carrying out documented educational change processes for at least 3 years before the pandemic. Our analytical strategy was a qualitative content analysis of a deductive-inductive nature. The results of our study can help identify key elements for the mechanisms of "Community Socio-Educational Resilience" and show that the innovative educational strategies tested by schools in the periods prior to the pandemic facilitated the generation of specific strategies for addressing problems arising from the pandemic. These strategies contributed to cushioning the increased inequality generated by the pandemic, contributing to the social sustainability of the educational and community system.

Este estudio explora cómo una situación de emergencia social, en tanto incidente crítico, puede impactar en la identidad del profesorado, analizando qué aspectos de esta identidad se despliegan como respuesta a la crisis y qué posiciones del yo (PY) facilitan/impiden el cambio y la resiliencia. Se trata de un estudio cualitativo interpretativo que recoge información a través de entrevistas en profundidad a profesorado de 29 centros públicos españoles de educación primaria y secundaria, considerados de alta complejidad. La investigación revela la intersección de diferentes factores que afectan a las experiencias del profesorado durante situaciones de emergencia social y crisis. Muestra como su bienestar se ve afectado por el aumento del estrés, la sensación de riesgo, el miedo y la incertidumbre. A pesar de estos retos, las PY activadas predominantes, en particular en educación primaria, funcionan como facilitadoras, permitiendo afrontar la situación de forma eficaz y promoviendo el aprendizaje a diferentes niveles. Sin embargo, en estas situaciones, la ausencia de espacios para el diálogo pone en riesgo la permanencia de algunas de las PY que desempeñan un papel resiliente durante episodios críticos, lo que resalta la necesidad de generar nuevos espacios colectivos de reflexión que sostengan los aprendizajes logrados., This study explores how a situation of social emergency, as a critical incident, can impact on teacher's identity, analyzing which aspects of this teachers' identity are deployed in response to the crisis and which identity positions (IP) facilitate/hinder change and resilience. An interpretative qualitative study gathers information through in-depth interviews with teachers from 29 Spanish public primary and secondary high-complexity centres. The research reveals the intersection of different factors affecting teachers' experiences during situations of social emergency and crisis. It shows how heightened stress levels, sense of risk, fear, and uncertainty affect teachers' well-being. Despite these challenges, the prevailing activated IPs, particularly in Primary Education, function as facilitators, enabling effective coping with the situation and promoting learning at different levels. However, in this situations, the absence of spaces for dialogue jeopardizes the permanence of some of the IPs that play a resilient role during critical episodes, highlighting the need to generate new spaces for collective reflection that sustain the learning achieved.

El objetivo de este estudio fue explorar prácticas educativas que evidenciaran la competencia comunicativa intercultural (CCI) del profesorado de infantil y primaria que había trabajado en contextos educativos vulnerables en el marco del confinamiento por la pandemia de COVID-19. Se realizó una investigación de caso múltiple en la que participaron dos escuelas públicas de Cataluña a partir de entrevistas semiestructuradas en profundidad a los equipos directivos (n=2) y a familias (n=2) y un grupo focal al profesorado (n=18). El análisis temático en ATLAS.ti v9 reveló cuatro temas clave: personalización de la enseñanza y comprensión de la diversidad, construcción de una cultura escolar inclusiva, uso de herramientas tecnológicas y digitales, y construcción de relaciones positivas. De acuerdo con esto, se plantea que una formación contextualizada y planificada, orientada específicamente hacia el desarrollo de la CCI, puede ser una herramienta adecuada y oportuna para abordar las necesidades de una escuela multicultural y lingüísticamente diversa., This study aims at identifying pedagogical practices that demonstrate the intercultural communicative competence (ICC) of kindergarten and primary school teachers, who have worked in vulnerable educational contexts during the COVID-19 pandemic lockdown. A multiple case study was conducted with two public schools in Catalonia. In-depth semi-structured interviews were conducted with schools management teams (n=2), as well as with families (n=2); and a focus group was held with the teaching staff (n=18) for data collection. Thematic analysis in ATLAS.ti v9 revealed four key themes: personalizing teaching and understanding diversity, building an inclusive school culture, using technological and digital tools, and building positive relationships. It is proposed that a contextualized and planned training specifically oriented towards the development of ICC could be an appropriate and timely tool to address the needs of a culturally and linguistically diverse multicultural school.

This paper is part of a larger study on learning processes and identity change in university students participating in Service Learning (SL) programmes, considered as hybrid activities containing practices and values from at least two settings: academic activity and professional intervention. Our SL programmes, carried out in formal schools serving children from Roma and migrant backgrounds, challenge dominant views on educational and psychological processes, offering a critical view of learning and development, where traditionally unrepresented "others", along with their cultural knowledge, bring their own voices to the arena. Our aim is to show the transformations taking place within this SL by analysing the dialogicality contained in the field notes written by a participating psychology student, Nina (pseudonym), as an illustration of the complex dynamics of learning and identity change we encounter. By analysing Nina's reflections while acting in this SL project, we attempt to delve into these processes of transformation from the perspective of an agentive participant. In her case, we tried to unfold the complex way in which different cultural traditions entered into dialogue in her I-positions as she emotionally connected and engaged with the surrounding motives, finding her own way through cultural crossroads through affect and practice.

This article presents an analysis of an ethnographic research conducted in two schools serving marginalised Roma populations in Barcelona and Seville. The analysis draws upon a broader ethnographic project involving 29 schools across six Spanish cities, all serving children from low-income, minority, and immigrant backgrounds, who have been disproportionately impacted by COVID-19. The present article will concentrate on ethnographies (participant observation and focus groups) run in the aforementioned schools. A critical ethnographic approach is adopted in order to expand the lens through which power, resistance and transformation within these educational spaces are viewed. Findings highlight four dimensions that illustrate researcher's positioning in the field: disruption of hierarchical knowledge structures, sustained physical engagement, resistance to alterization, and shared reflexivity. Our results resonate with the concept of transformative hybrid scenarios, which define settings where agents socialized in different contexts interact under shared motives and practices that elicitate transformation in all of them.

Este artículo presenta un metaanálisis de un conjunto de trabajos que tiene como objetivo formular una propuesta de educación intercultural a partir de una revisión crítica de la evolución del concepto y del análisis de dos décadas de investigación por diseño social. Metodología: El corpus de investigaciones analizadas desarrollaron estudios cualitativos, participativos y orientados al codiseño en dos experiencias educativas y comunitarias: el Proyecto Shere Rom, en Barcelona, y La Clase Mágica, en Sevilla. (España). Ambas se sitúan en la Psicología Histórico-Cultural y conciben la investigación como un proceso de transformación educativa y social. Resultados: Los resultados mostraron que la colaboración entre universidad, escuela y comunidad favoreció la construcción de escenarios híbridos de actividad, en los que emergieron nuevas prácticas de aprendizaje e inclusión. Los hallazgos se interpretaron en tres niveles: institucional, por la reconfiguración de las relaciones entre escuela, comunidad y universidad; subjetivo, por las transformaciones en las identidades y la agencia de los y las participantes; y epistemológico, por la producción compartida de conocimiento educativo. Conclusiones: Se concluyó que la educación intercultural puede redefinirse como una nueva relación entre la escuela y su entorno, orientada a la justicia social y a la construcción colectiva del conocimiento., This article aims to advance a proposal for intercultural education based, on the one hand, on a critical analysis of the evolution of the concept and, on the other, on more than two decades of social design research carried out in two different educational and community contexts: the Shere Rom Project in Barcelona and La Clase Mágica in Seville. Both experiences are part of the traditions of Historical-Cultural Psychology and conceive of research as a co-design process aimed at educational and social transformation. Using participatory methodologies, the projects have generated hybrid contexts of activity in which universities, schools, and communities collaborate in the construction of new practices of learning and inclusion. The results show transformations at three levels: institutional (school-community-university relations), subjective (participants' identities and agency), and epistemological (ways of producing educational knowledge). From this perspective, it is concluded that interculturality is redefined as a new relationship between the school and its environment, in which the community enters the school and the school goes out into the community, shaping an educational model oriented toward social justice and the collective construction of knowledge.

The aim of this paper is to describe coping strategies for difficulties generated by the COVID-19 pandemic in schools categorized as “highly vulnerable” in Spain, mainly focusing on children from immigrant and Roma families. Within the framework of a broader research study, we focus our gaze, as a case study, on two schools using in-depth interviews with its principals. These two schools were chosen as case studies because they had shown a history of carrying out documented educational change processes for at least 3 years before the pandemic. Our analytical strategy was a qualitative content analysis of a deductive–inductive nature. The results of our study can help identify key elements for the mechanisms of “Community Socio-Educational Resilience” and show that the innovative educational strategies tested by schools in the periods prior to the pandemic facilitated the generation of specific strategies for addressing problems arising from the pandemic. These strategies contributed to cushioning the increased inequality generated by the pandemic, contributing to the social sustainability of the educational and community system.