Social cohesion, democratization and educational inclusion (i.e., participation in education, school and learning) are parameters that guide socio-educational policies and practices aimed at overcoming school failure and abandonment.
Nevertheless, scientific and educational knowledge and debate make room and challenge researchers and professionals to question the theoretical and empirical bases of these policies and practices and to discuss their contribution to the understanding of the political-pedagogical and educational processes involved.
This session aims to analyze this broad panel of socio-educational practices – developed in various geographical contexts within national programmes based on school or community — to discuss in what terms these socio-educational policies and practices go so far as to:
· (i) mitigate or overcome certain effects of structural conditions and socio-educational disadvantages, also manufactured by the educational system and other powerful institutions;
· (ii) influence the institutional capacity to effectively contribute to the construction by subjects of academic pathways that can extend the life opportunities of certain audiences at a disadvantage compared to schooling. We also discuss the relationships between inclusive socio-educational practices and the communities of practice and learning of the professionals involved, that is, the ways in which they feed, fertilize or become interdependent.