Communalization of education: cosmovision of pedagogical praxis

Abstract

The general purpose of the research is to promote the communalization of education from the pedagogical praxis of the classroom teacher, as its initial phase of an articulated work towards the macro levels of the educational process. Theoretically it is based on the postulates of Freire, Maturana and Bronfrenbrenner. Methodologically, it is based on an initially documentary research with bibliographic design, considering the study and analysis of theoretical contributions of elements that emerge from the process of communalization that has been generated in the country; and the systematization of experience as a research method. After a summarized bibliographic documentary compendium of essential aspects in development and an approach to the author's experience, it is reflected that we must reinvent education, and with it each school, where it is promoted: critical thinking, creative imagination, identity liberating, cultural diversity, intercultural learning, looking for new ways of living and living together, educating a multicultural human being with the capacity to pay attention, to listen, to respect differences. Communalization is possible through the Venezuelan Educational System and its micro range of action as is the school system, because everything emerges from there. The school is the meeting place with the community, it is part of it; because there converge all the social instances that make life in the community. Each school seeks the forms of participation of society, community councils and all those entities that want to generate positive elements for school management. From the pedagogical experience of the classroom, it is the teacher who has among his abilities to generate empathetic interaction with families and the community to follow up not only on educational objectives, but also on public educational policies.