Inmigrant Families’ Participation as a Pedagogical Tool in the Development of Interculturality at School

Abstract

In our country, the classrooms have been transformed in multicultural spaces instead of monocultural spaces in a short time, trying to achieve an intercultural education cooperatively, and deepening in the values of inclusive school. In that sense, to use the cultures in a educative
mode must be, since the pedagogical perspective, the usual way to do the designs and proposals in educative action, as too is necessary to recognize the relevant role of families for building a democratic intercultural society. For trying to clear these issues, in this article we present some of significant conclusions of a qualitative investigation that was conducted in Malaga, whose essential objective was to know and understand the educative sense and orientation of the participation of immigrant families in the schools. The results indicate ones need to new spaces for the relationship and active dialogue with the support of the teachers in schools that pretend to build the interculturalism since values such a educative participation, cooperation and innovation.