In this work we present the results of a narrative research in a socio-educational organization: La Choza de Trasmulas. This research is part of a broader project: "Ecologies of learning in multiple contexts: analysis of expanded education projects and conformation of citizenship" (ECOEC, EDU2014-51961-P, MEYC), carried out by 3 research groups: Procie, Educational Nodo and Icufop, belonging to REUNI + D (University Network of Research and Educational Innovation). These 3 groups belong to the universities of Malaga, Granada, Valladolid and Extremadura, in Spain. The ECOEC project analyzes 15 cases of formal, non-formal and informal education, understood as communities of practices, with the aim of analyzing emerging forms of learning and their impact on the construction of subjectivity and citizenship.
Trasmulas is a small village close to Granada in which the non-formal education association "Intercultural life" has its headquarter. This association, in collaboration with other organizations from different countries in Europe, promotes and carries out international non-formal education projects, linked to the village and their inhabitants. Many of its activities incorporate the people from the village and need their participation. These activities bring on the exchange, and are carried out in public spaces; thus they make visible the work in the rural environment. These projects are proposed as training actions for young people and as community services for eco-citizenship (Herrero, 2012). In this way, a practical community of shared learning is formed between the groups of young people in formation and the inhabitants of the town.
We understand the ecologies of learning (RODRIGUEZ E. and ANGUITA R. 2015) as the environments in which learning is related and connected with the contributions of participants and social interactions in a rhizomatic way. From this perspective we question the meaning of formal education in aspects such as: the limitations of spaces, times, rigid organizational modes, linear and systematized processes, etc. (Dussel, 2014ª, 2014b). In this study we seek to open a debate about how to build other collaborative learning processes that place formal, non-formal and informal education on the same plane. At the same time, we intend to link this learning with participatory methodologies, to rethink a curriculum relevant to the lives of young people and a education for committed citizenship. Informal daily environments, as pointed out by FREIRE (2008, 2012), COBO and MORAVEC (2011), take on an important educational role linked to the affective system that comes into play in personal construction. Currently we only can think about a change in education by considering the influence that the "other" learning environments have on the lives of young people. This is the case of informal and non-formal education that we spoke in this study. As WENGER (2001) points out, we learn in participatory communities of which we feel part, contributing and participating with an affective link.
The objectives are:
1.- To analyze the elements of transformation that arise among the young peoples participating in the projects of "Interculutral life", through narratives about the experience lived in non-formal education.
2.- To show evidences that make possible to reflect on educational processes and spaces that break the boundaries of the formal, non-formal and informal in youth education.
3.- To deep in participatory methodologies that connect with social problems, social justice, democracy, ecology and equality.