Today, it is imperative that schools make profound changes that go beyond educational innovation, enabling social transformation (Feu-Gelis and Torrent-Font, 2019) and inclusion (Ainscow et al., 2006). Following this idea, the research addresses the concept of pedagogical renewal (PR), following with a more open and critical school where in multigrade contexts (Cornish, 2006) active methodologies and democratic structures (Zyngier, 2011; Pericacho Gómez, 2015) and changes in the didactics of the resources used (Carrete-Marín and Domingo-Peñafiel, 2022) are carried out. This study is part of the R&D research project "Resituating pedagogical renewal in Spain from a critical perspective. 5 case studies in secondary schools in Aragon, Catalonia, Castile-Leon, Valencia, and the Basque Country". The project aims, on the one hand, to identify singular elements and practices carried out in the center related to PR for the secondary school stage. On the other hand, it aims to link and analyze educational practices with the innovative pedagogical discourse. This paper presented aims to analyze the traces of Pedagogical Renewal (PR) for the secondary school stage in a primary and secondary school (IE) in rural Catalonia considered to be a renewal school, identifying the singular elements of educational practices, in a multigrade context, that can be related to PR. The methodology is based on an interpretive paradigm, and we carried out a case study in the IE Barnola school in Catalonia, in which interviews with the management team, focus groups, pedagogical stories and participant observations are carried out. The study showed the link between the educational practices of the rural school and PR, as well as the coherence between the discourse and the reality observed in the multigrade classrooms. Unique aspects of the school related to the foundations of PR today were identified. The school's trajectory has also been linked to PR for its different stages, pointing to changes, continuities, and discontinuities. The results show a great diversity of PR elements in the school's practices and discourse, such as the reflective attitude of the teachers, their initial training, inclusion, the importance of the territorial dimension, commitment to the environment, multigrading, democratic practices, networking with the community and transformation through ICT. Of these, this paper focuses on exploring the relationship between multi-stage, inclusion and PR.

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