the
understanding
of
a
global
educational project, which is still
coherent in a 12-year education.
This
event
brought
theoretical-practical
important
contributions
for the reflection on the contexts of
our school communities, on different
educational
projects
and
the
challenges that lie ahead of us, in
building a true community of learning, committed with pedagogical innovation and the
well-being of its main actors, so that, progressively and in a consistent way, we may run the
path of transition from a transmissive traditional pedagogy to participatory pedagogical
approaches, focussed on children and pupils, their potential and their active role in the
learning process, and involving all the community.
Susana Esculcas