El papel de los agentes transformadores en la escuela del siglo XXI. Una mirada desde diferentes contextos

Abstract

Talking about inclusive education in today's society means, almost necessarily, urging teachers, management teams, families and also the community to make changes in their functions, skills and competences developed so far at school, in order to promote the development of a quality education based on a comprehensive response to students and effective preparation for life. For this reason, this paper carries out a comparative analysis of the roles that these socialising agents play in a School for All in Mexico, Honduras, Chile and Spain. The results show that, although with some limitations, all four countries work with a rights-based approach in the development of their education policies. Aspects related to shared and dialogical leadership and vertical coordination among teachers are tools that allow for a comprehensive response to students' needs. On the other hand, although family and community are two agents that currently participate more in decision-making in educational centres, there is an urgent need to incorporate actions and strategies that allow all aspects of educational inclusion to be considered in order to guarantee equal opportunities for all.