This paper is the ethnographical part of a research project called: ’School experience, identity and community: Researching collaboratively in order to transform school practices’, it has been develop by PROCIE Research Group settled in University of Málaga (Spain). The following ethnographical results we present in this ECER2012 has being carried out in a Primary School located in Málaga in which the school community (teachers, parents, student and some other characters from the social context) are working in collaboration through innovative practices.

This work focus on the explanation of the ethnographical process developed from narratives, images, interviews, etc. We want to descript the lifestyle and school experience of people teachers, students, family that interact in the mentioned school and their specific life stories. We try to understand school practices and hidden elements on the routines in a school with a strong and wide pedagogical and innovative perspective of social commitment and social development.

Thus socially and historically and its bases we have to consider the mentioned school reality is made from radical changes of the social and cultural conditions along the last 30 years, once finalized the dictatorship and during the democratically transition. Also, at the same time, the Spanish Educative system has developed in a complex way according to the demands of modernity society and profitable and labour market requirements. Also, these changes have sparked off confrontations between professional perspectives and family parenting (in other words educative models are bewaring of changes around what does childhood mean in the society. In this way, there is a breaking-off in all collectives involved in the educative process: teachers, students and families.
 
Objectives that we follow using ethnography analysis are:

1.    To identify components and processes of schools experiences those are part of identity of students, teachers and families and their participation in the society.
2.    To recognize elements and mechanisms involved on school structures and how it impacts on school identity and on the society.
3.    To analyze and describe ways of participation in a communitarian perspective.
4.    To offer relevant information of school practices, according to data we were collecting from all of the components.
5.    To develop the participation of teachers, students and families to reflex and to research collaboratively in order to visualize educative practices, routines, perspectives and daily atmosphere in a pedagogical way.

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