Reesponsive processes in the design, implementation and evaluation of programas for improving the quality of coexistence in schools

Responsiveness means, in an intentional way, to create conditions to continuously scan and analyze situations and processes, collect expectations, opinions and necessities from people that receive or implement a program and, in the most open, agile and powerful possible way to react, modify actions, include new agents, invite for participation, and collectively construct a better program for everyone in every context. The objective of this paper is to discuss contributions of responsive processes in complex programs as well as to describe kinds and levels of responsiveness as those used in the program Ethical Coexistence at School facilitating the transposition to larger scale programs and to public policies.