Community interventions in formal education

the challenge of ensuring cohesion in diversity

Abstract

The following article presents an advancement of a research developed in 24 public institutions of formal education in the city of Montevideo. Within the framework of this research, the interventions that various community actors promote in schools located in contexts of social vulnerability are described, identifying these actors as well as the dimensions of institutional life in which these interventions have an impact. This description reveals the great variety of intervention sets displayed, as well as the challenges of implementing selective permeability that teacher principals must face in order to guarantee cohesion in diversity.