The communication that is presented here derives from our doctoral thesis entitled Educational renovations in Catalonia in the 21st century. Educational resistance and social transformation in the neoliberal context valued Cum Laude and signed on 19 December 2024. It is a study that approaches the historical meaning of the Pedagogical Renewal and its principles as a general framework from which to analyse the current educational transformations in Catalonia, specifically through the analysis of five schools that identify with a perspective of educational renewal. Pedagogical renovation is a historiographical term (Pericacho, 2014) that began to be used in 1876 with the creation of the Institución Libre de Enseñanza (ILE) and that serves to designate an educational history with a marginal character at the same time that indicates transformation, rupture, change and progress and is related to the collective, reflexive, mobilised, critical, committed and rupturist practices in the pedagogical plan from the understanding of education as a driving force for personal, social and cultural transformation (Costa, 2011; Pericacho, 2014).

Well, since the beginning of the 2000s and up to the present day, the Catalan educational panorama (Besalú, 2019) has been characterised by the emergence of a new awareness, of new imaginaries that once again have an unequivocal utopian force and that seek to renew the commitment to an alliberating education, to update the postulates and to avoid excesses, in a context marked by globalisation, the fourth industrial revolution, climate change, depoliticisation, the rise of fascism and the intensification of the neoliberalisation process, that is, the predisposition of governments to increasingly favour free market solutions (Mundy et al., 2016) or, as Laval and Dardot (2015) say, to extend private ownership to all dimensions of life, culture and society. However, it must be said that, despite the desire for educational transformation, there are manifest difficulties in constructing political positions from the current renovation that can cope with the unfolding of a global framework dominated, among others, by technological solutionism (Morozov, 2015) and by the neoliberalisation of education through the Organisation for Economic Co-operation and Development (OECD), the World Bank (WB) and the International Monetary Fund (IMF), which set the educational policies and reforms to be followed (Torres Santomé, 2017).

In the midst of what Sahlberg (2016) calls Global Education Reform Movement (GERM), however, there are educational projects in the Catalan context that aim and try to resist this transformation by embracing and updating the prolific, heterogeneous and eclectic tradition of renewal (Soler, 2009), a history open to the achievement of political, social and economic models that are - at the very least - more democratic, egalitarian and fair; assuming that there can be no democracy without pedagogy (Meirieu, 2009). These are five different projects with pupils between the ages of 6 and 12, located in the metropolitan area of Barcelona, which can be defined as follows: Talí, a public school, inspired by Freinet, founded in 1972; Lola Talaver, a public centre, learning community, highly complex, refounded in 2014; Taronger, an integral cooperative, sociocratic organisation, free education, founded in 2017; Sakura, a subsidised private school, education in and for peace, founded in 1968, began to be renovated in 2008-2010; and Pera, a libertarian-inspired educational self-management collective (2005 - 2022).

Through an in-depth analysis of these cases, we have described and interpreted the political dimension that underpins their proposals and innovative pedagogical practices as education for a critical and transformative citizenship, while highlighting the elements they share, the differences they share, and outlining a confluence or a possible common horizon for a humanist education that can face the current challenges.

The study adopts a socio-critical perspective that focuses on power relations and the legitimisation or questioning of the social order that takes place in the development of the educational project. Assuming the epistemological turn towards complexity (Najmanovich, 2001), we have sought to make evident the multidimensionality of phenomena and the acceptance of uncertainty (Morin, 1994), which methodologically has been articulated from two different approaches that complement each other: the historical approach of theoretical-conceptual analysis and the critical approach in the interpretative construction of materials derived from fieldwork (Simons , 2011; Yin, 2014). The fieldwork has been carried out in two stages: Stage A (September 2017-February 2020) responds to specific objective 1 [OE1]: "To identify, analyse, describe and understand the phenomenon of the current pedagogical renovation in Catalonia in pedagogical terms and in a general way within the framework of the global educational changes underway". The achievement of this objective allows us to tackle Stage B (January 2021-November 2021) which consists of carrying out the study in depth of the 5 specific centres, thus achieving Specific Objective 2 [SO2]: "To understand the political-pedagogical perspective of five renovating centres that represent the whole of the phenomenon studied on the basis of the established taxonomy". This is a spiral process in two stages, each of which is roughly subdivided into 4 different phases which makes it possible to carry out the comparative study of the renovating centres in the sample. The qualitative information obtained from the 5 centres of the sample has been transcribed literally and has been codified and analysed with the Atlas.ti programme in a thematic way identifying relevant “configurations of meanings” to respond to the objectives set (Willig, 2013). This is the information obtained from observations, interviews with teachers and directors, interviews with relatives, teacher discussion groups and school documents (almost 1500 transcribed pages totally), which has allowed the interpretation of the political-pedagogical meaning of each of the projects, thus identifying common topics, patterns and interconnections between them (Simons, 2011). The categories used for the analysis are: 1. Identity and characteristics of the center; 2. Organization of educational time; 3. Work: organization and working conditions, value and concept of work; 4. Knowing: sources of information and knowledge development; 5. Gender, body and sexo-affectiveness: conceptualisation, materials, interventions; 6. Democracy; 7. Power; 8. Subjectivation and relationship with the world.

At the end, we can say that Talí developes a dialogue-based and solidly balanced pedagogy that moved from a more combative position in its early years to a more cautious and increasingly less critical position as the democratic regime was established and developed. It's a balance between adaptation and acceptance of reality, and transformative pedagogical action. Lola Talaver develops a a community pedagogy for equality indeed that social complexity has an impact on the school, which courageously takes it on board and deals with it because it considers it a central element of its pedagogical proposal. The objective is equity through work in the community and for the community, through the alliances and dedication of local groups and organisations, which work to ensure that individual circumstances do not limit personal possibilities. The privileged socio-economic and cultural conditions of the families and pupils of Sakura surround the school in a cultural and political context with an air of leadership in the educational and social sphere, therefore is linked to a certain socio-educational perspective that penetrates the school's day-to-day life in a socioliberal and daring pedagogy. La Pera configures a rebellious and common pedagogy that is unequivocally immersed in antagonistic political positions and linked to groups that work for the confrontation and transformation of a political system that is considered deeply unfair. A critical perspective of learning is articulated with principles and methodologies typical of active pedagogy but with objectives and feelings of learning that are substantially different from free schools as Taronger. Taronger developes a a pedagogy of care and emotionality that orients its subjectivity and its relationship with the world in a neutral way, a pending issue that must reverse to not to fall intoan ascetist educational action indifferent to the struggle against the loss of rights.

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