Currently, the school is experiencing a relative deterioration, characterized by the uncertainty and the volatility of the liquid times we live (Bauman, 2009), and the deep disaffection of the young people who are experiencing their passage through it (Corea and Lewkowicz, 2004). The Spanish school system entails little presence of attractive, stimulating, challenging, provocative and/or creative learning practices or pedagogies for young people (Alliaud and Antelo, 2009; Acaso, Manzanera and Piscitelli, 2015). Different empirical studies looking at processes of disruptive innovation (Christensen, Raynor and McDonnald, 2016; Cobo, 2016) have analysed and shown that there is a need to rethink and modify in a connectivist approach the restrictions that end up converting formal educational institutions into standardization machines, in order to understand knowledge as something interdependent, distributed in a network (Siemens, 2008). This paper presents the design and some findings from a Participatory Qualitative Research in motion that involves 10 teachers and 150 students from a public secondary school in one of the poorest regions of Andalusia. The main objective of this research is to accompany and analyse a process of methodological change, carried out by the teachers of this centre aiming to support its students in finding their place through innovative processes or "pedagogical disruption", It thus tries to avoid and reduce the high dropout rate and school failure that exists there. Therefore, this research focuses essentially on analysing how the teaching staff has modified its methodological strategies, incorporating artistic elements and critical pedagogy to innovate subjects not usually working with the arts, such as Spanish language, geography or history, through an inter/transdisciplinary project aiming to connect them. Methodologically, the research has set out with an original design but has been further developed through suggestions and needs that emerged from the school itself. Ten sessions were held weekly with the faculty as a focus group to try to build part of the research design with them. Subsequently, participant observation was carried out systematically, negotiated and non-intrusively for 2 months. Also, a logbook shared between teachers and researchers was used. Once the project was finished, a documentary analysis of all the products that teachers and students have elaborated has been carried out, as well as different group interviews with students to know their vision of the process. This has allowed us to triangulate the information from different angles and construct rich interpretations of the process.

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