In this article, we present the four-year actions carried out at a public school in Meco (Madrid, Spain). Through the research contract (LOU, Art. 83) “Cooperative teaching and learning to respond to the diversity of students”, during the years 2014 and 2018, various actions were carried out by the school in its process of methodological and organizational transformation towards a more inclusive model based on the cooperation of teachers and students. A journey was made from the actions aimed at traditional training through courses and seminars to the accompaniment actions in the classroom to implement the cooperative learning methodology. Results of the actions and analysis of the interviews carried out with teachers participating in the process during the four years of work as well as field observation notes are presented. The results show the transformation and improvement of teaching practices based on inclusion and the cooperative learning methodology. Among the central conclusions, there is evidence of internal improvement in organizational management and inclusive teaching practices from the involvement, support, and continuous training of teachers in educational quality towards students.

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Este artículo busca reflexionar sobre el abordaje del campo de la educación en el campo en la formación de maestros indígenas a partir de un diálogo sobre la cuestión agraria en Brasil y Chile con un enfoque en los pueblos originarios. A partir de un aporte teórico-conceptual interdisciplinario y de estudios realizados en estos países, se discuten relaciones que constituyen territorios y territorialidades marcadas por intensas y violentas interacciones y proyectos de dominación en Latinoamérica. Entre los resultados, señalamos que los pueblos originarios comprenden y viven sus territorios y territorialidades en un espacio-tiempo en el que habitan y resisten diferentes saberes y prácticas cosmológicas; que la educación del campo puede ser un espacio capaz de atribuir significados a sus trayectorias de vida y que través de un enfoque territorial y una ecología de saberes, podemos abrir caminos para acoger y trabajar con saberes ancestrales / cosmológicos en la formación de maestros indígenas en el campo de la educación del campo.