Participatory Action Research as a Tool for the Construction of Integrated Guidance Systems in Schools

Approach: The research was conducted in three Second Chance Schools in Spain. A methodological approach was used that combined qualitative career assessment, autobiographical interviews, narrative and creative techniques, and community sessions based on Design Thinking. The young people, together with professionals and community agents, participated as co-researchers in the design and implementation of the process. Findings: The process enabled young people to explore their career trajectories, identify structural barriers, and generate new meaningful narratives for the future. Processes of critical awareness and collective agency emerged, accompanied by the development of career guidance proposals adapted to the context. The involvement of community agents strengthened the shared and transformative nature of the guidance. Conclusions: The study highlights the need for career guidance models that go beyond individualistic and adaptive approaches. The integration of art, creativity, and active participation allows for the creation of dialogical and inclusive spaces. From this perspective, career guidance constitutes an educational and political tool for sustainable human development.