The School as a Community Promoter: Socio-Educational Accompaniment in the Bajar a lacalle Project
DOI:
https://doi.org/10.15359/ree.30-2.21356Keywords:
Community participation, community school, socio-educational accompaniment, social exclusion, youth, SDG 4, quality educationAbstract
Objective. This study aims to analyze the opinions and assessments of young people and educational professionals from the Colegio Misioneras school community, located in La Palma-Palmilla (Málaga, Spain), a territory affected by processes of social exclusion, regarding the circumstances they face and the role of the school and the Bajar a la calle project as spaces for support, participation, and socio-educational accompaniment. Methodology. A qualitative case study oriented toward critical reflection was conducted with 61 participants: young people aged 14 to 20 and educational professionals. Data were generated through seven individual interviews, four focus groups, and four thematic podcasts. The material was transcribed and subjected to inductive coding with the support of ATLAS.ti, comparing data across the different techniques and participant profiles. Results. The findings reveal an experience of the neighborhood marked by mixed feelings: alongside difficulties and social stigma, participants also express a sense of belonging and mutual support. They also position the school as a space of safety, listening, and support, and socio-educational accompaniment as a central dimension for broadening young people’s expectations and possibilities. Conclusions. The study highlights the value of a school open to the community and sustained by relationships characterized by closeness and pedagogical presence. Its main contribution is to show, through the voices of the participants, how socio-educational accompaniment can provide practical expression to the school’s community role.
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