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Se describe la propuesta de innovacion educativa Erasmus in Schools realizada en las clases de Educacion Fisica y Lengua Extranjera: Ingles. a traves de una unidad didactica de 12 sesiones para dos grupos de 4o de la ESO. El objetivo principal de la innovacion, fue mejorar la convivencia escolar en las aulas y lograr la inclusion del alumnado inmigrado. Para ello, la innovacion educativa siguio la tipologia de distribucion del alumnado conocida como ‘ inclusion’ , que incorpora la participacion de otros miembros de la comunidad educativa en las clases. Asi, estudiantes con beca Erasmus+ y voluntarios de la asociacion Erasmus Student Network , compartieron su diversidad y experiencias con los estudiantes locales, incorporandose durante las clases al equipo docente. Los resultados indican un aumento de la participacion y motivacion de todo el alumnado en las clases de EF. Se percibio una disminucion de los conflictos relacionados con el origen etnico y el genero de los alumnos. Los erasmus que participaron en esta experiencia, se sintieron mas incluidos en la sociedad de acogida. Se concluye que la puesta en practica de la innovacion educativa Erasmus in Schools , favorece la inclusion del alumnado inmigrado en las clases de EF. Abstract. It is described the educative innovation proposal Erasmus in Schools, which took place during the Physical Education and Foreign Language: English, lessons, through a didactic unit of 12 sessions for two groups of 4rth grade of a Spanish Secondary School. The main goal was to improve the coexistence and to achieve the inclusion of the foreign students. To do so, the educative innovation was based on a type of distribution named ‘inclusion ’ , which includes the participation of other members of the educative community in the classes. Thus, students with the Erasmus+ scholarship and volunteers of the Erasmus Student Network association shared their cultural diversity and experiences with the local students, involving themselves to the teaching team during the lessons. The results show a growth of the participation and motivation of all the students during the Physical Education lessons. Furthermore, it was perceived a decrease of the conflicts related with the ethnic origin and gender of the students. The Erasmus students that participated in this experience felt themselves more included into the host society. It is concluded that the implementation of the educative innovation Erasmus in Schools fosters the inclusion of the foreign students during the Physical Education classes.

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Interculturalidad e inclusión en Educación Física: innovación educativa Erasmus in Schools (Interculturality and inclusion in Physical Education: educative innovation Erasmus in Schools)