This article proposes a reflection based on a series of research-action experiences carried out with different student groups of municipal schools in the city of Santiago de Chile. The purpose is to systematize the development of institutional self-exploration processes based on the student's voice with a particular sensitivity to cultures in school, including student cultures. In the first place, the foundations and reflections from the experiences are analyzed theoretically, then deepen the implications for consideration in the processes of inclusive school development. As conclusions, the reciprocal connections that the approach in question maintains with the cognitive development and the intercultural education, arise as a vector from which to think the school in its diverse dimensions.

Inclusive education; Intercultural education; Participatory research; Students participation.