The research project arises from the new educational needs that emanate from what is called "knowmadic society" (Cobo, 2016), observing that the limits of formal education, as they have been understood until now, are being crossed by new forms of learning, communication and relationship. Due in large part to the technological and digital revolution of the last 15 years, access to information and knowledge goes beyond any previous institutional approach. Perspectives such as ubiquitous learning teach us that learning can be done at any time and any place and in multiple ways, becoming relevant when it comes to projecting how educational systems should be focused today.

Educational institutions have been devoid of mechanisms to integrate these demands, partly due to the distancing of the classic school formats with respect to the new ecologies of learning (Martínez and Fernández, 2018; Castel, 2014) and the skills required by the current global society. A school that seems incapable both of opening its doors to new realities and scenarios of relationships and communication, and of generating pedagogies and learning practices that are attractive, stimulating, challenging, provocative and/or creative for students (Alliaud and Antelo, 2009; Acaso, Manzanera and Piscitelli, 2015).

In this framework of "augmented society" and "multiple literacies" a curricular development takes place that forces us to rethink the teaching and work systems in the educational system. This is especially relevant at the level of secondary education where the borders of conventional cultural and social systems are constantly being overwhelmed by new realities. Students at this educational level have a specific profile (complex due to the stage of development they are in) and resources closely linked to the knowmadic society, in which a distance is found in a teaching model based mainly on the one-way transmission of knowledge. This, in interaction with families, teachers and other educational agents, generates a world of conflicts of various kinds: curricular, social, attitudinal and expectations from a personal and collective perspective.

That is why we recover the contributions on disruptive pedagogical practices (Christensen, Raynor and McDonnald, 2016), which have analyzed this fact and show that there is a need to rethink and modify from a connectivity approach those restrictions that end up converting formal educational institutions into systems of standardization, fragmentation and homogenization of experience and knowledge. The challenge is to ensure that educational systems, through their organizations understand knowledge as something distributed in a network and interdependent (Siemens, 2005) and use new heterodox formats and supports based on multi-sensory didactics and an ethic for diversity (Bilbeny, 2002).

Therefore, new experiences are required in formal educational organizations that move towards this new social reality, in which personal experience, new technologies and other narratives are linked as resources that promote other forms of training to incorporate them into school processes and review the ways in which learning occurs in the formal education environment.

This study is located on experiences of an innovative, transformative and emerging nature that are being developed in secondary education centers. We are interested in mapping the fundamental elements that are present in the development of these experiences from the perspective of comprehensive, ubiquitous, and expanded pedagogies that connect and integrate places, people, and times for learning.

We are immersed in two secondary schools,in this paper we are going to present the case of Monte Alto, a middle school in a rural context and with a Learning Community experience. The research is being carried out through the analysis of the experiences of the different school agents, resorting to participatory and narrative methodologies that allow us a respectful, hermeneutic, non-invasive, negotiated and openly collaborative approach.

The objectives of the study aim to: 1. Identify and map narratively the most relevant characteristics and disruptive practices of the Monte Alto Middle School proposal. 2. Analyze collaborative strategies within the scope of the school through the formation of horizontal architectures of participation and dialogue between expert and lay knowledge. 3. Recognize and recover emerging types of knowledge that operate in the Monte Alto, alternative and/or convergent with the official curriculum, which promote and develop political, social, and cultural models in a wide framework of transformation and change in ideological and epistemological proposals. 4. Recognize the guidelines, relationships, models, and knowledge that the Monte Alto Middle School puts into play in the search for educational quality and its meaning in relation to the conditions established from the current frameworks of society. The design and research strategies that are being carried out for this project are based on an interpretative, hermeneutic, collaborative, non-invasive and negotiated nature that are structured under the parameters of narrative research (Cortés, et al., 2020; Clandinin, 2013; Chase, 2015, Denzin, 1989). It is proposed as a study of two Middle Schools, in this paper we focus on one of them, that are launching emerging educational projects of a participatory, know-how, and transformative nature -what we call disruptive practices-, starting from the participation of the various groups and recovering the different stories and emerging narratives through different formats of knowledge production. From a collaborative point of view, we propose the following steps to be developed with the different agents involved: - Open interviews with the teaching staff of the center, with which narrative, biographical and collaborative processes will be proposed. - Group meetings with the students in their classroom environment, through dynamics and activities, as well as their involvement in reflective and transformative processes of their performance within the framework of the social and political relations that are generated in the school. - Reflection groups with families with whom we have worked on inquiry processes about the social, cultural, and political dynamics that show their educational proposals and their way of being, perceiving and being in schools. - Finally, we use interviews with various social agents involved in the life of the school, such as political leaders, associations in the area and other institutions that collaborate with the educational center.

Considering the first stage of the research with a four-month immersion in the Monte Alto Middle School, the information shared from the mentioned strategies and the analysis process in which the research is found, we mention three about the work that does and is done in the school to understand how they are moving or facing changes in ways of knowing, relationships, openness and future projection. -Interpersonal relations: relations between all members of the community are a transversal axis of a change proposal. Relationships that are based on equality, respect, recognition of knowledge and the possibility that everyone can be heard and have a place in the pedagogical proposal. -Opening to the community is vital because the ways of understanding knowledge change, commitment to their own context of life is generated and students are brought closer to other ways of understanding the history, origins, and possibilities of their town to advance in critical citizenship. - Finally, the diversity of pedagogical strategies and methodological decisions that involve the entire educational community reveal to us, on the one hand, the democratic management necessary to advance in transformative projects and, on the other, the participation and commitment, not only pedagogical but also personal with the possibilities of carrying out educational projects that respond to the new demands of the knowledge society.

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