Socio-communitaty practices in middle school education: Its contexts, senses and grounds
Incorporating socio-community or socio educative practices in the curriculum of middle schools constitutes a pedagogical as well as social innovation which emerges in the Argentinian educational system. It is a particular learning practice that requires teaching strategies which favour the relations...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Imprenta del Monserrat
2023
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42105 |
| Aporte de: |
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I10-R277-article-42105 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-277 |
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Dehisciencia: cuadernos sobre proyectos sociocomunitarios en educación secundaria |
| language |
Español |
| format |
Artículo revista |
| topic |
prácticas sociocomunitarias educación experiencial extensión crítica práticas sociocomunitárias educação experiencial extensão crítica socio-community practices experiential education critical extension |
| spellingShingle |
prácticas sociocomunitarias educación experiencial extensión crítica práticas sociocomunitárias educação experiencial extensão crítica socio-community practices experiential education critical extension Cecchi, Néstor Macchiarola, Viviana Socio-communitaty practices in middle school education: Its contexts, senses and grounds |
| topic_facet |
prácticas sociocomunitarias educación experiencial extensión crítica práticas sociocomunitárias educação experiencial extensão crítica socio-community practices experiential education critical extension |
| author |
Cecchi, Néstor Macchiarola, Viviana |
| author_facet |
Cecchi, Néstor Macchiarola, Viviana |
| author_sort |
Cecchi, Néstor |
| title |
Socio-communitaty practices in middle school education: Its contexts, senses and grounds |
| title_short |
Socio-communitaty practices in middle school education: Its contexts, senses and grounds |
| title_full |
Socio-communitaty practices in middle school education: Its contexts, senses and grounds |
| title_fullStr |
Socio-communitaty practices in middle school education: Its contexts, senses and grounds |
| title_full_unstemmed |
Socio-communitaty practices in middle school education: Its contexts, senses and grounds |
| title_sort |
socio-communitaty practices in middle school education: its contexts, senses and grounds |
| description |
Incorporating socio-community or socio educative practices in the curriculum of middle schools constitutes a pedagogical as well as social innovation which emerges in the Argentinian educational system. It is a particular learning practice that requires teaching strategies which favour the relationship between the theoretical learning with real socio-community and territorial problematics. Due to the complexity of the present scenes, marked by the inequalities, the environmental crisis, violence, among other problems, socio-community projects in middle school education constitute irreplaceable opportunities in order to consolidate a transformative dialogue between educational institutions and the rest of the community they make part of. As innovation, they suppose breakups: a) in the educational and social practices; b) in the principles, assumptions, subjacent theories which support them and c) the contexts which condition them and which are conditioned by the practices. From a critical positioning, they are grounded on emancipatory epistemological perspectives, they generate institutional transformations grounded on the social commitment and they imply deep breakups in the curricular formats. |
| publisher |
Imprenta del Monserrat |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42105 |
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2024-09-03T22:57:57Z |
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2025-02-05T22:22:31Z |
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I10-R277-article-421052023-08-11T06:24:24Z Socio-communitaty practices in middle school education: Its contexts, senses and grounds Las prácticas sociocomunitarias en la educación secundaria. : Contextos, sentidos y fundamentos Práticas sociocomunitárias no ensino secundário: Contextos, significados e fundamentos Cecchi, Néstor Macchiarola, Viviana prácticas sociocomunitarias educación experiencial extensión crítica práticas sociocomunitárias educação experiencial extensão crítica socio-community practices experiential education critical extension Incorporating socio-community or socio educative practices in the curriculum of middle schools constitutes a pedagogical as well as social innovation which emerges in the Argentinian educational system. It is a particular learning practice that requires teaching strategies which favour the relationship between the theoretical learning with real socio-community and territorial problematics. Due to the complexity of the present scenes, marked by the inequalities, the environmental crisis, violence, among other problems, socio-community projects in middle school education constitute irreplaceable opportunities in order to consolidate a transformative dialogue between educational institutions and the rest of the community they make part of. As innovation, they suppose breakups: a) in the educational and social practices; b) in the principles, assumptions, subjacent theories which support them and c) the contexts which condition them and which are conditioned by the practices. From a critical positioning, they are grounded on emancipatory epistemological perspectives, they generate institutional transformations grounded on the social commitment and they imply deep breakups in the curricular formats. La incorporación de prácticas sociocomunitarias o socioeducativas al currículo en las escuelas secundarias constituye una innovación pedagógica y social emergente en el sistema educativo argentino. Se trata de una práctica particular de aprendizajes que requiere estrategias de enseñanza que propicien la relación del aprendizaje teórico con problemáticas sociocomunitarias/territoriales reales. Dada la complejidad de los escenarios actuales, signados por las desigualdades, la crisis ambiental, la violencia, entre otros problemas, los proyectos sociocomunitarios en la educación secundaria constituyen oportunidades irremplazables para consolidar un diálogo transformador entre las instituciones educativas y el resto de la comunidad de la que forman parte. En tanto innovación, las prácticas sociocomunitarias suponen rupturas: a) en las prácticas educativas y sociales; b) en los principios, supuestos, teorías subyacentes que las sustentan; y c) en los contextos que condicionan y son condicionados por las prácticas. Desde un posicionamiento crítico, se fundamentan en perspectivas epistemológicas emancipatorias, generan transformaciones institucionales fundadas en el compromiso social e implican profundas rupturas en los formatos curriculares. A incorporação de práticas sociocomunitárias ou socioeducativas ao currículo das escolas secundárias constitui uma inovação pedagógica e social emergente no sistema educacional argentino. É uma prática de aprendizagem particular que requer estratégias de ensino que promovam a relação da aprendizagem teórica com problemas sociocomunitários/territoriais reais. Dada a complexidade dos cenários atuais, marcados por desigualdades, crise ambiental, violência, entre outros problemas, os projetos sociocomunitários no ensino médio constituem oportunidades insubstituíveis para consolidar um diálogo transformador diálogo transformador entre as instituições de ensino e o restante da comunidade em que fazem parte. Como inovação, implicam rupturas: a) nas práticas educativas e sociais; b) nos princípios, pressupostos, teorias subjacentes que os sustentam ec) nos contextos que condicionam e são condicionados pelas práticas. A partir de uma posição crítica, fundamentam-se em perspectivas epistemológicas emancipatórias, geram transformações institucionais baseadas no compromisso social e implicam profundas rupturas nos formatos curriculares. Imprenta del Monserrat 2023-08-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42105 Dehisciencia: cuadernos sobre proyectos sociocomunitarios en educación secundaria; Vol. 1 (2023); 5-16 3008-8267 3008-8267 spa https://revistas.unc.edu.ar/index.php/dehisciencia/article/view/42105/42269 https://creativecommons.org/licenses/by-nc/4.0 |