Learning communities: a perspective of inclusive education

Abstract

In this article, we analyzed the methodology of learning-communities from an inclusive education perspective. This is a qualitative study with a hermeneutical approach, in which we carried out an analysis of contents of textbooks, scientific articles, press articles, laws, curriculums, training programs and institutional norms. The results certify that the learning-communities methodology plays an important role in the inclusive education, because it takes into account: dialogue and communicative action, dialogic learning, dialogic model, interactive groups and literary gatherings, which allows the improvement of coexistence, capacity building, dialogue and criticism for the construction of an egalitarian, multicultural and solidarity society. Therefore, learning-communities help to overcome inequalities and the risk of social exclusion, as well as the student's tendency to fail.