That the present communication is the result of a research made during the course 2006-07 and 2007-08 about the projects of community work that three schools have developed for dinamizadores act as centers of community education. The three centers are in municipalities of the province of Barcelona, in the heart of Catalonia, Spain. The study analyzes the knowledge of the social and educational strategies of the three schools, together with other entidades and services (health, cultural ...)The purpose of these actions is to build a positive and welcoming climate for all those who form part of these centers, to increase intercultural exchange between families that coexist in the neighborhood. Four questions were raised in the research: 1) What relations have established schools with the community to ensure that social and educational environment: social services, primary care center, residents' association, etc.., Involved in promoting education intercultural based on equality, solidarity and respect for diversity of cultures within a framework of dialogue and coexistence? 2) What are the social and educational activities that highlight the centers to achieve the integration, participation and involvement throughout the educational community? 3) What organizational structures and educational centers affect the academic success of each and every child in achieving basic skills? 4) What suggestions for improvement arising centers prioritize the result of joint reflection throughout the research? The research is on the line for other investigations such as those carried out on the thematic in Observatoire the Observatoire des zones prioritaires from Lyon, in France, and Observatoire sociologique du changement (OSC) of CNRS also in France. And in connection with other research groups (EMIGRA, IGOP) in Universitat Autònoma de Barcelona (UAB). The study also aims to determine the context of municipal political action, from their point of view educational and social. She plans to promote the reflection of the role of schools in dinamización the environment and of the edge in regards to this task, that kind of reference for other similar situations before the cultural changes that affect the schools and in their communities.

The process that we have carried out the participants of the research was based on a work colleague • elaborated reflection and joint learning among members of the team of researchers from the university and members of the three schools where focused research. The research was based primarily on interviews with the various sectors that make up a school, group discussions and observations in the classroom.The dynamics of work between teachers of the three primary centers, students and university faculty has promoted learning in a network where all members have formed part of a professional community. This has meant creating shared spaces where you have to go beyond the bounds of the inside and outside the school terms as antagonistic to find those questions that allowed the joint reflection and the construction of pedagogical knowledge to be presented below.

The research that we present indicates that the school can not replace the lack of community services in a given area, district or municipality. Is the convergence of different services and organizations that work to reinforce each other. Research has also allowed to analyze the problems posed by prejudice and stereotypes that are built around schools. The local media and county do not always provide information to help understand the complexity il'heterogeneïtat of different social and school. Networking between different actors and social education is essential but asks a broad agreement regarding the objectives and these are not easy to achieve for the differences between the cultures of the professionals involved, to time management and the difficulty of coordination between government departments and institutions