Approaches to the Concept of Educational Community, From the Perspective of School Coexistence: A Participatory Dialogic Study

This article aims to characterise the elements and components of school coexistence that contribute to the construction of the concept of educational community, from the knowledge carried by the members of a research community. The study was carried out through the dialogic methodology, kishu kimkelay ta che [no person knows or learns by themself], which opts for the collective, participatory, and dialogic development of each stage of the research process. For the collection and analysis of empirical data, collective dialogue and Az kintun [to look according to the intention of searching or finding something together with others] were used. Among the results, a link between school coexistence and educational community was identified because both concepts interact systematically. On the one hand, the educational community is interpreted as the substantial, theoretical, conceptual, and epistemic basis through which people combine their perspectives towards common actions. And, on the other hand, school coexistence is seen as a process through which people build their interactions and interrelations. Therefore, if people agree to form an educational community based on community cohesion, then school coexistence could point towards a construction of interactions and interrelations with a collective focus. In conclusion, school coexistence is considered the process that favours the construction of the educational community according to the epistemic and gnoseological basis of such process.