The experience of the university volunteers in the dialogic gatherings of learning communities.

One of the educational actions of success highlighted by the most recent research (Includ-ed Consortium, 2011) is the participation and training of the families of schoolchildren and other members of the community who work in schools. One way to realize such training in Learning Communities is through dialogic gatherings in which they participate together with the teachers of the schools. Although it is relatively common to find publications that inform how the formation of the families it has an impact on the improvement of school learning, not so much find references that realize the benefits that the dialogic gatherings provide another type of volunteering. In this paper we contribute to fill this gap so that its objective is to determine the perceptions of university students contributors in Learning Communities about the impact that they have had their participation in dialogic gatherings. Using a qualitative methodology based on the analysis of the discourse, in this article we present the assessment that the dialogic gatherings make 23 psychology students who have participated in them, as well as the benefits that they say have obtained of such participation. In their contributions, the students highlight many positive aspects (90,36% of the contributions), both referred to the dialogic gatherings as to his participation in them, confirming what he says regarding the scientific literature and the experience of other centres that implement educational practices of success in improving performance and overcoming the problems of coexistence