000162623 001__ 162623
000162623 005__ 20251017144614.0
000162623 0247_ $$2doi$$a10.15359/ree.29-2.19995
000162623 0248_ $$2sideral$$a145157
000162623 037__ $$aART-2025-145157
000162623 041__ $$aspa
000162623 100__ $$0(orcid)0009-0007-4942-9819$$aBernad-Vicente, Jorge$$uUniversidad de Zaragoza
000162623 245__ $$aParticipar para transformar la escuela: Perspectiva del alumnado sobre su experiencia en Educación Primaria en Zaragoza (España)
000162623 260__ $$c2025
000162623 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162623 5203_ $$aIntroduction. Participation is a child’s right, and therefore it is necessary to integrate pupil voice by listening to their proposals, facilitating the decision-making process, and generating experiences that encourage both involvement and understanding of the process. Objective. The aim of the research carried out is to assess the experience of participation of sixth-grade pupils at the classroom, centre and community level from the perspective of the children themselves. Allowing the design of a plan of possible improvements to enhance the participation of all pupils based on the needs detected. Method. For this purpose, an incidental sampling was carried out with four class groups of the sixth year of primary education at the school, making up a sample of 92 boys and girls. The data collection procedure was carried out by means of a validated questionnaire that collects quantitative information on pupil participation, as well as group interviews. Finally, a group interview was carried out with the teaching staff. Results. The results show that decision-making in experiences at the classroom, school, and community levels primarily lies with the teaching staff, although students show a high level of interest in participating at the classroom, school, and community levels. Discussion. Teachers have reflected on the feasibility and adaptation of the proposals to their context, emerging challenges for the improvement of student participation beyond representative functions, in line with teachers’ expectations of broadening decision-making through students’ voices.
000162623 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000162623 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162623 700__ $$0(orcid)0000-0002-7439-8459$$aComa-Roselló, Teresa$$uUniversidad de Zaragoza
000162623 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000162623 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000162623 773__ $$g29, 2 (2025), 1-22$$pEducare (San José)$$tEducare (San José)$$x1409-4258
000162623 8564_ $$s411143$$uhttps://zaguan.unizar.es/record/162623/files/texto_completo.pdf$$yVersión publicada
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000162623 951__ $$a2025-10-17-14:18:42
000162623 980__ $$aARTICLE