Propuesta de comunidad de aprendizaje basada en el modelo dialógico: el ejemplo del subnivel superior de la Unidad Educativa Ricardo Muñoz Chávez en 2019-2020

Abstract

Currently, it is necessary to manage and build school projects focused on the participation of students through democratic spaces that allow them to learn and co-learn from their interests and knowledge. For this reason, the objective is to create a learning community as an extracurricular project with a focus on social and educational transformation; and school-community linkage within the upper sublevel of the “Ricardo Muñoz Chávez” Educational Unit in the 2019-2020 school year, through the application of the transformation stages (Arbeláez Sánchez, 2016): awareness, decision-making, dream, selection of priorities, planning. For this, the innovation project is based on the socio-critical paradigm, with a qualitative approach and is specified with the participant action research method. Thus, through surveys, interviews, documentary reviews and classroom observations with their corresponding instruments, the educational situation and context were described and defined from different perspectives. As a result of the proposal, the document of curricular and meso curricular description is obtained, based on the interests of the student group. Subsequently, the advisors and volunteers have contributed to the approach of skills with performance criteria, indicators of achievement, objectives and methodological guidelines, organized by projects that allow interaction and interdisciplinarity between the different topics. This work represents a contribution to the paradigm shift for an emancipatory education, focused on the interests and knowledge of students towards the development of useful cognitive, social and community practices for their lives.