Classroom projects as a pedagogical strategy for articulated work between families and school

Abstract

The article is based on research whose central purpose was to democratize the school and transform education from the local, by understanding the teacher as a generator of interpretive practice from a dialectical relationship with the environment; a teacher who wonders, criticizes and acts sensitively and consciously in face of their context; to seek for answers from reality to why and for what of education; which is possible through family-school integration. The project was implemented in preschool and elementary school of the Byron Gaviria Institution, in the city of Pereira, since 2016. The sample consisted of 30 teachers of these levels, 828 students and their family nuclei. Meetings were planned with the actors once per academic period, four times a year, to carry out proposed activities in classroom projects. This responded to the need to integrate these two realities - family and school - to forge criticism and a sense of belonging, to build thought from needs, problems and close interests. In engaged families in the development of classroom projects, strengthened school-family ties by allowing the establishment harmonious and appropriate relationship dynamics to prevent domestic abuse and violence. It also allowed to know closely the styles and rhythms of learning of children, integrate with parents, among other aspects that strengthened bonds between parents and children. Likewise, the teacher was made aware of his social role in pedagogical practice, which must be based on reality.