Abstract
Roma girls are one of the most invisible social groups within the educational system. Beliefs derived from social prejudice and from nonscientific perspectives suggest that they have little motivation and willingness to learn. However, successful educational actions based on scientific evidence developed in many schools demonstrate a very different reality. This is the case of Amaya, a 12-year-old Roma girl who lives in the poorest neighborhood of Tarragona (Spain) and who has suffered bullying perpetrated by her classmates. However, in the Dialogic Literary Gatherings (DLGs), Amaya found a place to enjoy reading books such as Shakespeare’s Romeo and Juliet or Twain’s Tom Sawyer. This pleasure led to a radical transformation in her classmates’ perceptions of her as well as in her own perception of her abilities. Through Amaya’s biography, the author explore how the DLGs become a space where children’s desire to continue their studies are strengthened and future dreams, such as Amaya’s aspiration to become a doctor, are shaped.
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