Alternative schools in the Region of Murcia: principals’ and teachers’ views
Abstract
The rise of the well-known “alternative pedagogies”, the post-pandemic reality, and the recent changes in educational regulations support the guiding principles
of this study. Its aim is to describe the reality of alternative schools in the Region of Murcia by exploring the view of the principals and the teachers of these schools. Information was collected from 11 alternative schools through semi-structured interviews reporting on the main foundations of these schools, their benefits and limitations, their physical structure, school-family relations, and their pedagogical proposals. The results reveal that, at present, the Region of Murcia has a wide range of alternative pedagogical proposals: free pedagogy centers, Montessori centers and a Waldorf pedagogy center. Regarding their teaching models, it is evident that they follow the precepts and proposals put forward by the authors of reference in the field of Education in the 20th century. This finding could be a starting point to analyze the reality of schools in this autonomous community and in the rest of Spain in relation to the regulatory changes that have recently taken place. A multidimensional analysis involving teachers, family, and governments would provide further evidence of the benefits for children when they enjoy a living and experiential form of education which is linked to their interests and needs.
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