Experiencia de escuela comunitaria kandan: análisis y reflexión
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Date
2018-12
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Universidad Nacional de Rosario, Facultad de Humanidades y Artes, Centro Interdisciplinario de Estudios Etnolingüísticos y Antropológicos
Abstract
Description
El artículo analiza y reflexiona sobre las dinámicas organizacionales y pedagógicas de la
escuela alternativa Kandan (Talca, Chile), discutiendo sus desafíos y fundamentaciones.
Para ello, se realiza una descripción de la experiencia, además de entrevistas
semiestructuradas a 8 padres y una maestra guía, sobre los focos de crisis. Se asume que los grandes desafíos radicaron no sólo en la base pedagógica, sino, sobre todo, en los aspectos organizacionales y financieros de la comunidad, aspecto en el cual la
comunicación directa y honesta, además de la coherencia de los procesos reflexivos y
prácticos, juegan un rol clave.
The article analyzes and reflects on the organizational and pedagogical dynamics of the Kandan alternative school (Talca, Chile), discussing its challenges and foundations. For this, a description of the experience is made, in addition to semi-structured interviews with 8 parents and a guide teacher, about the crisis focus. It is assumed that the great challenges lay not only in the pedagogical basis, but, above all, in the organizational and financial aspects of the community, an aspect in which direct and honest communication, in addition to the coherence of reflective and practical processes, they play a key role.
The article analyzes and reflects on the organizational and pedagogical dynamics of the Kandan alternative school (Talca, Chile), discussing its challenges and foundations. For this, a description of the experience is made, in addition to semi-structured interviews with 8 parents and a guide teacher, about the crisis focus. It is assumed that the great challenges lay not only in the pedagogical basis, but, above all, in the organizational and financial aspects of the community, an aspect in which direct and honest communication, in addition to the coherence of reflective and practical processes, they play a key role.
Keywords
Educación alternativa, Organización comunitaria, Formación integral, Community organization, Integral formation, Human development, Learning