La cultura escolar familiar i l'aprenentatge dels problemes socials

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Humanistic Geography and that of Perception have been concerned with the importance of emotions and the filters that condition people's relationship with the lived reality. The reality of schools and classrooms is a significant space for the creation of an attitude in students who, when interpreting the school reality, develop behaviours that condition their access to basic cultural elements. The present work is interested in the possibilities of the teachers to modulate the attitudes of the students defined as peripheral by the Administration and to improve the function of the school in society through the way of understanding their work and how it presents the content to students. The work, based on the socio-critical methodology, studies, from the definition of a particular epistemic territory, how attention to diversity has materialized in two public schools where I have worked for the last fifteen years, and it does so on a sample of students with complex educational itineraries and colleagues who have narrated how they understand the profession. Memories of their school experience will be the primary source for defining obstacles and problems that hinder successful schooling. The result has been the proposal of an educational approach from the Social Sciences, in particular from the sociolinguistic field within second-chance programs, to make a school proposal that moves towards the search for an equitable educational model that mobilizes training capacities of the students, taking an interest in the social and environmental problems that they can discover in their immediate environment.
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