Programa Escuela, Familia y Comunidad en la transformación social de los consejos educativos

Abstract

The general purpose of the research is to propose actions from the Family and Community School Program in the social transformation of the Educational Councils of the Falcón state. Theoretically, it is based on the School-Community Integration Theory, Bronfenbrenner (1989) and Vigotsky's Theory of Social Constructivism (1978). Methodologically, the study is based on the socio-critical paradigm, participatory action research method, qualitative type. After the execution and development of the transformative action plans, it was possible to reflect on The experience as a research teacher has contributed to the enrichment of my training as a PNF advisor, since it has favored reflective knowledge, understanding and interaction with the teachers in training, and in this way it has allowed a greater depth in the contents, in the strategies and, in short, in the improvement of my teaching experience. In addition to this, seek the social transformation of the communities through an articulated work and meshed with the institutional instances so that a school emerges as a space for meeting, participation and social protagonism in favor of our youth. Achieving these alliances and articulations was one of my goals when I began my work as an advisor and as Coordinator of Educational Communities, because despite the fact that society changes and we as citizens do too, timely and adequate orientation towards parents does not go beyond Fashion is something important and indispensable in this society submerged in the age of communication and technology. Recognize that we are teachers with multiple roles, including that of social promoter, which allows us to seek integration and strengthen the school, family and community triad, as an important and essential social cohesion from socio-educational action.