A future in schools
Introduction
Public education is the only one that guarantees education in equality between all, the one that changes with reality, with a look always towards the future. Public education is the educational model that promotes the fundamental and democratic right of a free education. The public school is the most important legacy in the history of the national education system, it is a commitment of all the educators of our country. Defend the public school to favor education through dialogue the reflection and participation of the entire educational community.
Developing
Achieve a more participatory school. That the main objective of the school is to act as a real educational community through: the construction of real participation structures and processes (integrated school-family-community participation), to also achieve a better coexistence;as well as a promotion of dialogue, cooperative and solidarity, thus enhancing an ethical education. From our place as teachers we defend and try that the school be a space for dialogue, reflection and participation.
Education is a fundamental human right that enables the exercise of other human rights. It is the essential instrument for girls, boys and adolescents can develop fully and participate in social life in all areas.Why should the school be a dialogue space? Today’s school lives a different reality from that of past decades and surely the schools of the future will also be different, since society changes vertiginously. Today’s schools require a greater listening capacity.
But also of greater technical preparation to reveal what happens inside. Given that he not only teaches, but also, he learns from his own successes and his mistakes. A quality education requires recognizing actors and authors involved in the entire functional plant of each institution from managers, teachers, students, auxiliaries, families etc. It demands, in the case of students, listening to their voice that is articulated from feelings and experiences, is its own language that, to listen to it, you have to recognize it previously.
In as citizens, with a series of rights and duties, their value is not in the potential of being citizens of the future, they are citizens now. Hence the need to know and open space in school culture. Without a sociological knowledge of today’s students, it is difficult to achieve quality education and especially in our public school. Our schools cannot fail to recognize demands on inclusion and diversity. Knowing how to dialogue is a capacity of each human being.
But as any capacity needs learning to be able to carry out. It is extremely important. Since the inability to dialogue causes other countervalues such as intolerance, fanaticism, individualism, discrimination, insolvenience, imposition disinterest, antipathy, and isolation and is not what school, nor our societyI should acquire.
For this reason to live together we must be attentive to others, we listen to them and think that others also have interesting ideas, although sometimes they are different from ours and understanding that conflicts are resolved by dialoguing and choosing the right words not to cause, orcause discussions. Why should the school be a space for reflection and participation? Participation is a substantive component of a democracy. Therefore, from school it is necessary to address it.
That is, from the teaching work for participation and democracy with a methodological idea that begins with the pedagogy of dialogue and participation. The school must have strategies that encourage the participation of the educational community. The school as a space for participation seeks to integrate the family, providing them with tools that improve the education of their children, developing values of solidarity, responsibility and tolerance, a school where a collective learning associated with all their environment is generated, to assert theEducation Law with equal opportunities.
Dialogue and reflection, two basic concepts that are essential tools when desiring to create a school culture of participation, communication and analysis that favors meaningful learning. I have no doubt that, in our country, many educational communities are making a great effort to create and generate spaces for dialogue and reflection. We may have a lot to make these moments of quality;From the social point of view, through family participation – school the social risk factors will identify.
Generating a climate of interrelated reflection and orientation in all responsible actors on home training and their responsible and coherent participation in the teaching – learning process, based on the review of the particular characteristics of the child and their environment forLook for the best ways towards personal and professional success. In addition, it is about finding the most suitable elements that allow generating changes of appropriate behavior and that allow improving the quality of life of the community.
Thus achieving the student’s insertion into the productive life of the community. We must perceive the school as a community where the problems to be overcome involve a whole community that is part of the social network in which it is immersed. A second step is to give all the actors the tools and knowledge that allow us to enhance their resources: teachers need tools and knowledge that they lack not only to raise their teaching capacity, but also to understand and communicate with the parents who integrate the system andThey are part of the solutions to problems.
A school as a space for dialogue, reflection and participation, regains the fundamental axes of school education as a social institution, socio-educational inclusion and educational quality;raising them as transverse to training. The educational quality understood, as the collective construction of socially relevant knowledge, as well as a participatory and democratic form of living and building the world. An educational quality that takes care that the unequal distribution of knowledge and skills also contributes to the generation of social inequalities.
Equality is also very important;The opportunities for access, permanence, learning and discharge of children, young people and adults through the different educational instances that enable a deep social insertion. The socio-educational inclusion perspective recovers the centrality of an education for all problematizing the old formats anchored in homogenizing pedagogical proposals. Thinking about school as a social institution implies not only accepting that school is being questioned by social problems that go through it and impact their daily life.
But fundamentally to think about school in each specific particular context and that the school as a social institution implies opening the ties to the environment to build a certainty: the school is not alone. This school seeks the construction of a space, a time and a proposal so that the teachers of each school can reflect on the problems that go through them, produce instruments to evaluate these situations and propose forms of approach. The proposal consists in building with others, ways of thinking and addressing problems.
It also recognizes as strategic actors to supervisors, teachers, managers, facilitators, pedagogical referents and management team. ‘Education is by definition synonymous with negotiation, peace and consensus’. Why do teachers defend public school? Because we want a more democratic and egalitarian society, education is a right, a right of children to receive knowledge on equal terms. The real world is full of challenges, and school is a strategic site for society to learn to live in heterogeneity.
Public education has to give tools to students to know, criticize, compare, filter contrast and formulate hypotheses about the information they continuously receive as well as work as a team and solve problems, to commit to the problems of their community, to know itand transform it. Those who defend public education, know that we start from a society that prefers to invest more in the youth and children of the rich sectors than in the middle and poor sectors.
We also have to endure a destructive discourse towards public education, with strong interests, fundamentally economic, for their privatization. A school as a space for dialogue, reflection and participation is an institution that shares responsibilities for the maintenance of the social structure, as there is a varied method of correspondence, experience, speeches and knowledge, with relationships between people and betweenthese and their ideologies, their regulations, their principles and their values.
conclusion
Thus identifying an institution based on significant learning, with a cultural order that are configured, in the school – subject, senses of identity and construction as well as self-employed, with the ability to exercise their citizenship. Thinking about today’s schools is to think about a school that is represented from the different looks, which the community has of it;a school that is shown as a line and negotiation and interaction guide;a school that is built in everyday life;That is dynamic, flexible, open and that builds its meaning and duty from the needs of your students.
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