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One of the main functions of schools is to prepare students to learn to live and live together as future active and critical citizens in the social framework. In this process, the existence of movements that have served and serve as a reference for all citizens of society has been very relevant. In Spain, the Pedagogical Renewal Movements (MRP) have defended democratic education as one of the essential pillars of schools. In this paper, we analyze the degree of democratization of educational experiences promoted by these groups: Red Khelidôn, Granollers en Transición / Casal del Mestres and MeSumaría. Previously, an exhaustive review of the state of the question regarding democratic education has been carried out, which has served to develop a system of 16 indicators that, after being validated by experts, has been used to verify compliance with the foundations of education. democratic in the selected experiences. The study concludes that progress is being made towards what we would understand as democratic practice, the three educational experiences can be considered democratic, which denotes that the education model pursued by the MRP is possible, and allows us to convey to society the importance that have the actions and the initiatives that these develop to achieve a real improvement in education.

Democracy; Education; School; Educational indicators; Teachers.

Ortiz de Santos, R., Torrego, L. y Santamaría-Cárdaba, N. (2018). La democracia en educación y los movimientos de renovación pedagógica: evaluación de prácticas educativas democráticas. [Democracy in education and the movements of pedagogic renovation: evaluation of democratic educational experiences]. Revista Internacional de Educación para la Justicia Social, 7(1), 197-213.
https://doi.org/10.15366/riejs2018.7.1.010