The aim of this research project is to explore children and families’ epistemological beliefs in the school context to capitalise on their funds of knowledge and promote effective learning. In particular, it focuses on analysing to what extent dialogic learning environments facilitate a more inclusive epistemic climate in classroom to succeed by simultaneously achieving excellence, social cohesion and personal development for all children.

In order to gain a better understanding of personal epistemology in elementary classrooms, the research will answer the following questions:

1. How children’s personal epistemology is taken into account in elementary classrooms as far as teaching and learning is concerned? Is there any influence of it in academic success?

2. How dialogic learning contexts enhance the inclusion of the families’ epistemological beliefs into school in order to capitalise on their knowledge? Does it promote classroom epistemic climates? Do teachers contribute to create more inclusive epistemic climates?

3. Does the dialogic methodology on the epistemological beliefs of students and family members affect the level of sophistication of their answers?

4. Schools working as learning communities prevent early school leaving and create an inclusive ethos. In which ways schools working as learning communities better relate teachers, children and families’ epistemological beliefs and better connect children’s diverse out-of-school knowledge?