Communicative methodology is the basis of the Learning Communities project. This is a school experience based on successful educational actions identified through research. Several pieces of evidence about the impact of this methodological approach will be presented within the framework of policy-making processes in educational issues on a national and international level. The dialogical process driven in the Basque Country of Spain among policy makers, teachers, families, and students will be described in the context of the Learning Communities project and how this process has changed the nature of educational policies. The effects of the use of communicative methodology in the project INCLUD-ED: Strategies for Inclusion and Social Cohesion in Europe from Education will also be explained. Both examples will demonstrate the link between dialogic policy and social transformation as well as the steps carried out in terms of educational policy.
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