La experiencia del voluntariado universitario en las tertulias dialógicas de las comunidades de aprendizaje.

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.