Enhancing Community Engagement in Schools
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ScribdTranslationsEnhancing Community Engagement in Schools
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ScribdTranslationsProblematic field (presentation)
RESEARCH LINE: SCHOOL MANAGEMENT AND COMMUNITY POWER IN SCHOOL.
Lilibeth Escalona
Class teacher U.E.N.B Inocente Vásquez Abreu
THE PRESENT RESEARCH IS NAMED STRENGTHENING POWER
COMMUNITY FOR THE INTEGRAL DEVELOPMENT OF OUR SCHOOL.
It arises as a necessity due to the concern that exists about the low participation of
involvement of parents, representatives, responsible parties, political and social actors in the work
educational at the National Bolivarian Educational Unit located in the community of José
Gregorio Bastidas end of Guaicaipuro street, the school serves children of various
communities of the macro sector El Ujano.
It is important to know that school is a social institution whose mission is to
training of new generations, for this it must successfully guide
all the elements involved in the education of children and young people: the family,
political, social organizations and the community play an important role in care and
maintenance of the same.
Currently, tools and opportunities have been provided with legal foundations that
they promote integration to strengthen active participation within the centers
educational. But many times out of ignorance we do not put them into practice. The
CRBV (op. cit.) Establishes in chapter VI, Of Cultural and Educational Rights,
Article 102, that the father, the mother or the guardian must actively participate in the
educational process of their representative providing the appropriate training that allows them to
the boy, girl, or adolescent feeling the support required from their parents generating
in him or her, the necessary motivation to grow and develop as a whole being in his/her
totality.
Organic Education Law (2009) in its Articles 03, 13, 73, states that: The
the ones who participate in the responsibility of educating are the parents, the families, the community,
that decisively influence the shaping of the child's personality,
having in each institution a council of parents and representatives that behave
as organizations that include integration as a valuable resource among their functions
and effective in achieving success in school life.
It is important to highlight that participation and integration are very important as schools
they must become permanent meeting spaces for civic education
which plays an important role for the person to become aware also to promote the
production and endogenous development, which is currently gaining great importance in
our country, when this concept is introduced and taken as one of the pillars that
they form the socialist model, proposed by the government plan and its policies of
State.
However, being the educational system one of the fundamental pillars for the implementation
in the implementation of this program the educational community has not yet identified with the
activities that can be developed in the school, whether due to a lack of motivation or
Due to ignorance, the reality is that our school is unable to connect with the community.
that surrounds it for the programming and execution of programs and development plans,
thus losing the opportunity to transform into productive communities and schools
and strengthened socially and economically to implement self-management and barter.
Therefore, these spaces must be utilized while simultaneously teaching their meaning.
of belonging that must be held for the educational institution; mainly to achieve the
integration of parents, representatives, and guardians in the different activities that
They are planned in the school and the progress in the educational aspect is communicated.
It can be mentioned that both the family and the school are the two institutions
essential for the training and comprehensive development of each citizen, there must be a
assertive communication where there is communication, relationship, interaction between both
parts in order to fully achieve the most suitable educational objectives for the
development of personality and creativity of the student who feels comfortable in a
pleasant space.
In the same way, with integration, the comprehensive development of the citizen can be achieved.
that children and adolescents develop skills for a
open communication, with self-confidence to make decisions, with stability
emotional, with high self-esteem, entrepreneurial, proactive, participative.
Apply the PEIC by creating a viable plan that can be executed according to short-term needs.
medium or long term, the transformation of planning; applying strategies of
according to the reality of the environment, the concept can be better specified by stating that
research is the process that, using the scientific method, allows for obtaining
new knowledge in the field of social reality (pure research) or else
to study a situation to diagnose needs and problems in order to apply the
"knowledge for practical purposes" (Ander-Egg, 1995: 59).
Popular education, as Freire asserts, understands that 'teaching is not about transferring'
knowledge, but to create the possibilities for its production or construction," what
It involves fully contextualizing teaching not only through classroom dynamics.
by moving the student into the environment that surrounds them. One can achieve an interaction.
with the representatives and the social political actors that are part of the community
educational.
Similarly, achieve the strengthening and functioning of the educational council so that
each of the spokespersons can organize to channel alongside the executive who is a
fundamental leader; to drive and thus diagnose together the needs of the
Institution, to raise awareness through training about resolution 058 because they play
An important role inside and outside the educational institution the importance of participating
it's not just about meeting a requirement or filling spaces.
It is the social needs in their limited world that drive individuals -
actors of the School Environment Communities that promote the idea of
approach, commitment, ultimately, in the words of Freire (1970): fruitful dialogue.
Likewise, we cannot separate the type of school we want from the type of society we
we want to achieve. Schools not only educate through the messages that
they transmit, but fundamentally through practices, formalized or not, that among
all participants produce.
A democratic school, open to the environment, with spaces for meeting among everyone.
educational actors, expands the repertoire of opportunities for the exercise of
citizenship. (Presented at the VI Seminar Educating for Global Citizenship Barcelona,
July 3, 4, and 5, 2015
From the above to detect this critical knot, a participatory diagnosis was carried out
using participatory action research as a method where Fals Borda makes
mention of Participatory Action Research, which is conceived as a methodology
of research; but also as a philosophy of life at the service of transformation
social. With the critical/reflective paradigm.
Through an observation of the concerns of the teachers, it was possible to
highlight the almost total absence of parents and representatives or members of the
community to the school meetings, so that they can know its needs
when they are called to participate in the maintenance or implementation of the
different activities that lead to development, highlighting local culture among others,
they do not attend, making it difficult to inform them how they can help
address these weaknesses; the same group is always present. Most people do
failure to respond to calls made due to lack of time, for work reasons
There are parents who have left the country and their children do not hold them responsible.
commitment to the school.
If this situation continues, that is to say, the lack of integration of the community with the
institution will need to join efforts in improving this issue since it
it would isolate the community from the projects being implemented
currently in the school and the transformations and scope that occur in the context
educational, which requires the participation of all with the purpose that students,
teachers and members of that community become aware of the reality and feel obligated
to be co-responsible for achieving the common benefit.
For this reason, it is necessary to create commitments for actions to transform this field.
problematic that is arising from implementing activities that can
transform this critical knot one of the strategies to implement is training
citizen and awareness-raising by informing about the laws that promote participation.
As a question arises the following concern: What transformative strategies
should be reflected in the PEIC that strengthen participation? What is the attitude and
manager's willingness to achieve integration?