Implications for social justice of opening schools to social environment

Representation is one of the fundamental dimensions that make up the concept of social justice, whose meaning has expanded over the last decades. It is of special interest to deepen the critical analysis of teachers' speech, as an indirect way of investigating educational praxis. The basic objective of this paper is to identify if social justice, from the opening to social environment dimension, is present in the educational practice and the professional speech. A qualitative approach that uses Grounded Theory as an analysis tool is implemented. The data have been collected from a sample of teachers, using in-depth interviews and participant observation as research techniques. The results show that participation does not develop in substantive terms, but merely formal ones, evidencing the deficiencies existing in this field.