The work we present is aimed at to knowing the impact of dialogic gatherings on the formation and participation of mothers and College students, in a process of shared democratic learning and knowledge. It is part of the teaching innovation project “Ecologies of learning, education and community participation in higher education. Articulating academic knowledge and experiences” (PIE-193, 2019-2021). ”.The main objective of the this project is to develop a Service-Learning experience in the education of childhood teachers and primary school teachers in the University of Malaga. Its purpose is to actively collaborate actively in processes of educational and social transformation in schools constituted as Learning Communities from the principles of democracy and social justice. A network has been created between these schools and the faculty of education in which students of the Bachelor's degrees in Pedagogy, Primary Teacher Education and Social Education participate (Leite, Márquez and Rivas, 2018).

The schools involved consider as a key factor the participation and inclusion of families in their school performance, as well as attending to the needs of the environment. Community building is based on aspects such as: The opening of the school to the environment, the active participation of the entire community in the realization fulfillment and evaluation of the school's activities and the centrality in learning. The axis of all activities, inside and outside the school, revolves around the learning of children and their environment. From interaction and heterogeneity, participants and resources are added, as is the case of teachers in training, to extend and intensify learning. (Elboj et al, 2002; Márquez, Ibañez and Padua, 2015). In theTo developpment of the educational project, the participation of families is considered essential, in line with current studies.

These studies show the importance and need for the incorporation of families in the school for the building of a democratic school. It also shows the favourable impact of the involvement and dialogic participation of families in student learning and in inclusive practices and values (Epstein, 1995; 2013; Apple and Beane, 1997; Wigley, 2007; Included, 2011; Bonell, 2013; García, Gairal and Gómez, 2018). In the participatory dialogic process, it is essential to seek joint responses to the social and learning needs of families. This need matter becomes even more relevant when we talk about multicultural schools with a socially vulnerable population. In these scenarios the educational and social projects are united, in such a way that the school becomes the closest space for access to culture, citizenship and social inclusion from participatory processes and dialogic and intercultural learning.

The study we present focuses on a learning experience of a group of immigrant mothers from North Africa and volunteers from university in a school, in which a Dialogic Gathering takes place about a book by the Philosopher María Zambrano, with participation, in addition, of teacher students and college teachers. The dialogic gathering is a cultural and educational activity based on egalitarian participation in which reading and group dialogue is shared in a group dialogue. In it, collective knowledge is generated, because it gathers the voices of all the people who participantste. The diversity of ages, of social and academic positions, of ways of life, etc., represent a value that gives richness to dialogue and personal reflection, from the basis of equal differences, we all contribute knowledge to the text we share.

Methodologically, we adopt a narrative perspective whose specific object of study areis the people accounts that are involved in theoretical-practical reflection groups and contextualized in the ways of acting and making sense of the world (Clandinin, Pushor and Orr, 2007; Rivas, 2009; Corona and Kaltmeier, 2012; Chase, 2015; Denzin and Lincoln, 2015). The context of action and inquiry is constructed as a community of practices (Wenger, 2001) horizontal, autonomous and collective, in which knowledge, that which arises from social experience, is shared between college students and the group of mothers involved in the project. The group of mothers consisted of ten immigrant women who camecoming from North Africa, with children currently in school. Most had left school before finishing completing secondary school, and they had difficulty speaking and writing Spanish. To carry out this activity, the school facilitated the startup of a mother training workshop, one day per week, in which college students and teachers participated. In this workshop it was proposed to carry out a dialogic gathering in which we all participated. The mothers proposed to read María Zambrano, a Spanish philosopher, and the agreed text was "The city" published in 1964. The process of training and narrative research was carried out with contributions of participatory action-research, such as collective decision making on: how much and how we were going to read, how long this gathering would havelast, the process of dialogue and learning from each session, collective reflection and evaluation of the experience from the collection of stories, individual and collective narrative interviews (Kavle, 2011). The investigation of the experience has been carried out with the following research instruments: • Gathering sessions: 12 Sessions were done, with the participation of mothers, college teachers and students. • Group interview: 2 interviews were done, having as participantparticipating mothers and college students. • Student´s narratives about their experiences: 5 experiences narratives were taken from Volunteer students in dialogic gatherings. • Collective creations: 5 collective creations were taken as cartographies of the experience. The analysis of the information has been carried out in a process of dialogic coding in three moments: 1st Open Coding, the text is read in a reflexive way in order to identify themes. 2nd Axial Coding, the themes are related and interconnected. 3rd Selective coding, a nuclear or central category unites all other themes forming a story that relates the categories and themes (Gibbs, 2012).

The focus is the Cchanges and contributions produced by the dialogic gathering in the lives of those mothers are the focus. Reading Zambrano as a reference philosopher in Malaga has been an important challenge with repercussions in the domestic and in the school environment. These spaces have become scenarios of knowledge, experience and coexistence between mothers, teachers and school students of the school. This framework is key to the development of democratic and intercultural culture in the school, characterized by the presence of numerous different nationalities. But also, for the most instrumental learning, inasmuch as they deepened in the text until understanding and knowing its meaning, investigating in their spare time, exchanging interpretations and information with their daughters, neighbours, teachers. When I arrive at home, I tell my daughter what this woman has told me, she has read with me twice and thinks that in A mother tells: “this writing Zambrano talks about her family, her children, her house, people who speak badly about her. But I tell my daughter that she talks about herself and what she thinks ... I like it a lot...” It has also left its mark on community space and the neighbourhood, breaking cultural and religious stereotypes. It has allowed us to approach the recognition of diversity among neighbours, with whom they barely talked. Finally, it affects the space of citizenship in the field of democratization and exchange of knowledge and intercultural dialogue. Other mother counts: “they find me reading and ask me what are you reading? It would be because they see me with the hiyab and so ... Moroccan. Some ask me if I have an exam, and I say no because we want to learn and read together. Reading it alone or in the gathering with everyone, every time makes you think different things and I like that a lot”.

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