Analysis of peer tutoring elements that enable progress towards building an inclusive intercultural and democratic school
Keywords:
Inclusive intercultural school, Democratic school, Peer tutoring, Reading in pairsAbstract
In this paper we analyze a peer tutoring experience based on the program Reading in pairs from two perspectives: 1) elements that facilitate building a intercultural inclusive school and, 2) elements that promote democratic participation. We are moving in the action-research parameters about an educational proposal in the context of a rural school. Scientific observation and interviews are used for data collection. From the analysis of the results, we detect a series of paradoxes that allow us to think about the action and guiding improvement proposals about setting pairs, reviewing materials, the assessment process, and the involvement of students and families.
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Copyright (c) 2015 Revista Latinoamericana de Educación Inclusiva
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