Class organization for learning and living in diversity Organización de clases para aprender y vivir en la diversidad

Abstract

Students’ learning and school coexistence are aspects that, when dialogued upon, imply key elements in the educational process and in the way the classroom space is organized, taking into account ethnic, cultural, religious and gender diversity and the different ways of understanding academic knowledge. Situations of violence, poor learning, absenteeism and truancy in Brazilian schools indicate the need to rethink educational actions in order to improve learning and produce safe educational environments based on equity in rights and social justice. For such, this article presents the results of a bibliographic review on classroom organization carried out on the Brazilian SciELO database, which sought to understand the evidence contained in scientific production that indicate scientific and social impact, dialoguing with articles that, in addition to denouncing, announce the social and educational transformation of schools. The results show that Brazilian articles are not aligned with previous international research on the subject. As a possibility, Interactive Groups are presented as a form of classroom organization with a positive impact on learning, or on the educational transformation of schools towards maximum quality and on improving coexistence which, in the context of social transformation, provides solidarity actions based on law and social justice inside and outside the school context.