Worldwide, societies have been providing the population with a series of elements and factors that as a whole seek to raise and guarantee the standard of living of their inhabitants; framing within development schemes or models that contribute to a greater and better quality of life in societies that are subject to the great changes resulting from globalization.
In this sense, we must eagerly seek the most suitable way to adapt them to the continuous transformations. One of these ways is School-Community integration, the key of which is pedagogical -teacher management, intertwined with the members of the community in an integral way.
Therefore, it is important to ensure that the representatives participate actively in the planning and execution of the activities that allow them to solve the problems faced by the institutions in order to provide their students with a quality education.
The participation of the representatives is given, by the level of acceptance and incorporation in the educational process of their represented in decision-making in those aspects related to the teaching of their represented.
Taking into consideration the need that the new educational paradigm demands in terms of the active participation of parents and representatives in the educational process, in order to achieve the purposes established by the Constitution of the Bolivarian Republic of Venezuela to train an individual who thinks collectively and leaves behind the individualism that has prevailed in education in previous decades. In this sense, the participation of parents in the education of their children is relevant so that they help and support the teacher to turn him into a useful citizen to the country, to society and especially to the community where he lives his daily life.
Its justification lies in the fact that a true participation of parents in the education of their children would optimize the teaching and learning processes, the quality of life of the family and, of course, the relationships of their social environment. The contributions of this research will admit a greater link between the school and the teacher in order to assume the principle of co-responsibility that they have within society.
Given the importance of the participation of parents and representatives in aspects related to educational work, the study of the subject is relevant to analyze the role of the teacher in the co-responsibility of school-community integration in the Educational Unit "Petra Tineo Caraballo Andrés Eloy Blanco Municipality, Sucre state.
Contextualization of the Problem
In these times of changes that society demands, education is placed at a global level at a crucial moment, since it is considered a valid paradigm to achieve the transformations that lead to the balance required by citizens, through a process deep and reflective training, for the development of a participatory pedagogy that encourages students to get involved in the problems that affect their environment.
In the current conditions and in the social economic context since the evolution of human society came to the creation of the school as a specialized agent in the task of socializing young people, there have been new discussions about the relationships that should exist between school and community.
In the same order of ideas, the educational system in the universal sphere is aimed at leading to the cultural development of the population and improving the quality of teaching, therefore the world experiences changes that are profoundly dizzying and unpredictable because the logic and solutions yesterday don't help today. The only thing that can be sure of tomorrow is that it is different from the past.
In this extremely complex social economic context facing education. In Latin America, schools still adhere almost universally to the first model, despite the fact that educational reformers and leaders show increasing impatience with its limitations, since numerous experimental model schools have been founded that try to adhere to certain conceptions..
It is called upon to carry out joint efforts to find the most appropriate way to solve problems in its various fields of application. This requires, among other elements, transforming the school and making the formative and educational effects that its work has on students more solid. For this, it is necessary that educational spaces are intrinsically related and that only sporadic interrelationships are not established, where these relationships become the basis for reciprocal educational action.
In the Venezuelan educational context, a set of scenarios has been presented that show the crisis situation that the educational system is going through. Over time, education in the country manifests itself in a form of educational model alien to the national reality. Hence, the levels of excellence and quality of education are not up to the standards required by Venezuelan society. The concern of the Venezuelan State to guide and encourage the participation of the social community in educational problems dates from the end of the last century, as expressed by Rivas M, (2002) when stating that:
In 1867 a bill on public instruction, which prior to the establishment of the "Boards of schools" its members were parents and heads of houses of each parish, with powers that ranged from drawing up lists of school-age students to build, rent, remodel premises, going through supervision (p. 36).
With the installation of democracy in Venezuela, a Model of a Teaching State was assumed where the formation of a citizen for life in democracy, critical, rational, endowed with ethical and moral values, capable of becoming an agent of changes in the community was aspired. where he lived and another series of desirable characteristics, the school assumes the construction of that profile and the State the total responsibility of the construction, provision, maintenance and supervision of the educational system. In this sense. Betancourt, M. (2001) states:
By the eighties, the deterioration of the system began to require a review of the structure and operation of all the factors that intervened in the different educational levels and modalities, the hypertrophy in curricular matters, the deficiencies of the school administration, the low levels of teacher training, community participation, took a dynamic which almost excluded the life of the educational apparatus: the school became an appendix of the political parties where the elections of the moment were elucidated, the parents conceptualized the schools as a place or a shelter and take care of their children and teachers adjusted to this reality and stopped taking actions aimed at improving educational quality (p. 3).
From the aforementioned, it can be seen that the lack of participatory management, effective supervision and the scarce participation of parents and representatives restricted the integration of the school with the community, since it is considered as a training center, but not a space that integrates training and community participation in a common.
Faced with the complexity of modern society, the individual feels the need to combine their efforts with those of their peers to face daily reality and overcome subsistence problems, which is why school-community integration is necessary as a factor of development, and the possibility of building the educational community, understanding it as: the conscious and democratic social organization that arises from the dynamic and participatory integration of directives, teachers, students, parents and representatives and all the people in the area of influence who make life in the school context specifically in school institutions.
The evolutionary process of the school as a social space par excellence, aims to establish the formation of a citizen with indigenous values that is framed in a globalized world, where the integral development of students is expressed in pedagogical contents that consider intellectual development, creation, inventiveness, training for the work of physical, mental and spiritual health.
The relations of this school in the local, national and international context will be demarcated by the conceptualization of the State, expressed in the Constitution of the Bolivarian Republic of Venezuela (1999) supported by article 102 who assumes it with the co-responsibility of parents and representatives in the promotion of citizenship education … within the framework of the principles of equity and justice.
This concept is attached to the collective, formed towards work, with valuations towards the homeland, as expressed by Prieto Figueroa (1985) when he expresses:
Our education, due to social imperatives, must be progressive, understanding the term in the sense of an education for the formation of the integral man in his position as a member of a community, a free and responsible citizen with economic and social development, capable of influencing a better and greater production, not for the benefit of a few but for greater social benefit (p. 26).
In agreement with the aforementioned author, it is visualized that the relationship between the state, the school and its teachers constitute the platform of the philosophical, political and social doctrine of the curriculum, which should be in correspondence with the curricular model of promoting school participation -community in the different administrations such as health, environment, economy, culture, sport, recreation, in the sense of providing knowledge and experiences for reflection, commitment, social participation, cultural identification and the strengthening of community relevance in synthesis; the school resizes its educational function towards the family and the community, becoming an open, dynamic and effective institution.
In this sense, the various institutions that are part of a society have to converge to establish the parameters and educational guidelines to form the type and society that is required, therefore they should be united by their will, duties, rights and needs to plan, determine and develop activities aimed at strengthening and improving educational work.
From another perspective, it can be indicated that the fundamental education of the school has behaved almost unconcerned with the communities, limited only to transmitting programmatic information without the direct participation of the environment and sectors that surround it. In other words, the school from the vision of the educational model is surrounded in its actions, having little relationship with its communities. Consequently, it has ceased to function as a center for the work of the communities, presenting little interest and contributions for the solutions of the problems that characterize the social spaces of its environment.
Through the Comprehensive Community Educational Projects (PEIC), (2001) emerges from the heart of the new educational policy of the old Ministry of Education, current Ministry of People's Power for Education, the nucleus for strengthening the autonomous management of the school as a way that allows the school to interrelate with the local and regional community where it is inserted, making the most of its resources to achieve effective action and social and pedagogical projection (p. 36).
In this sense, the achievements to be achieved through community projects are briefly mentioned, which are: Autonomy in the curricular area, by adapting each school to the National Basic Curriculum to its regional and local needs. Autonomy in the administrative field, by promoting in each school the best use of the resources that they have and, at the same time, favoring the use of other resources from the locality. In addition, these projects are a way to link the school with the community (p. 37).
From the managerial level, those who carry out the directive function, adopt closed behaviors, without taking into account the needs and problems that directly affect the training of the student and their communities, this has a negative influence on the teaching-learning process, in the communicational process and the deterioration of interpersonal relationships.
Faced with this social reality, the school plays a preponderant role as the organization that can carry out tasks that contribute to the solution of some inherent problems. The educational system must opt for a decision to change; where education emerges from man in his reality and is reversed, so that he is able to model the world that corresponds to him to live and at the same time adapt to his changing needs.
Now with the new changes that operate in the political, economic, social, cultural and educational spheres, the social dynamics have had to resize and promote the participation of the communities, bearing in mind the school as a space for coexistence. On the other hand, the Ministry of Popular Power for Education promotes important changes from the conceptual, ideological, pedagogical and managerial point of view.
In this vein, the Ministry of Popular Power for Education has considered implementing a set of policies that go in the direction of meeting the needs and requirements of both the school and the surrounding community, which corresponds to the new conception and vision of the teaching state where integration is relevant for the consequence of the proposed objectives, from the learning they are integrated into the intellectual, cognitive-motor and affective cognitive skills in order to achieve a comprehensive training of the learner.
The social relations that define integration and cooperation. To integrate the efforts of a human group towards the achievement of any objective, they must be in the first place and have organizational capacity, to act as a whole in the achievement of a common purpose and in the definition and hierarchization of objectives of interest to the community. They must be aware of the need for their participation. Directly, if it is anarchic and without clear and pre-established objectives, it does not favor integration.
The integration school community can not be the exclusive role of teachers, or schools themselves, but the task of all: home, parents, the education community, civil society, the media and the church to transform it into integral social pedagogy. It should be borne in mind that education is a fact that contains all the productive sectors of the country and they face the new changes that Venezuelan education requires.
Related to this situation, there are school institutions which for a long time have operated or run by managers who are not very integrated into their communities, focused exclusively on the administrative complement. You can say; that it is a problem with a rigid organizational structure not very permeable to changes that, far from bringing benefits, make it impossible to achieve greater efficiency and effectiveness in the activities to be carried out in the schools with respect to school-community integration.
It should be noted that the family and the school have always maintained, in a shared way and from their respective areas of responsibility, the leading role in the education of children and young people. At present, far from the axiom that governed in other times according to which “the family educates and the school teaches”, the latter is configured as a core element of the educating facet, the transmission of values and the reparation of students from an integral point of view, as people who have to face, in the future, all the conditions of adult life.
The social transformations that, sometimes vertiginously, are taking place in the last decades have caused substantial changes in the rules of the game in which education and its agents operate.
In a short time, drastic changes have been witnessed in variables such as the family structure and its organizational patterns, the conditions of habitability and coexistence in the population centers, the social, training and work demands to acquire standards of living that are considered necessary, the growing influence of the media and information technologies in the socialization and educational processes, the type of working day and its consequences on family relationships and the position of the school and institutions.
Well, education is, without a doubt, the basic instrument for personal development and the support of a better and more balanced society. However, this statement that, from the discourse seems obvious, is a reality not always settled in the daily evolution and a task that, from all institutions, must be developed with the greatest possible consensus, regardless of affiliations or social, political settings. or work. This consensus on the type of education we want for our children is what will allow the evolution of educational systems and their reference as a social engine and will make the educational fact an indisputable element. Therefore, it is necessary to initiate an in-depth debate,exempt from prejudices from which party criteria find convergences to the needs of those who are now our children, adolescents and youth.
Betting on education, therefore, means reconsidering the personal and material resources put at the service of its development and not staying in a short-term vision, with partial corrective measures, of little effectiveness in many cases. It is obvious that the role that families must develop and the need for permanent linkage with the educational and human evolution of children is also essential, especially from the perspective of considering that the transmission of values and life models is based basically on the relationship fathers sons.
Education plays a key role in the development of the inhabitants of any country and consequently in the society in which they operate, since knowledge opens the range of opportunities to improve their quality of life and turns them into fundamental human capital for development. progress beyond your personal environment.
Aware of the importance it has to improve the living conditions of a country, the government of Venezuela has included this issue as a priority in its work agenda. Through the Ministry of Popular Power for Education, it applies a model that has as its principles equity, freedom, peaceful coexistence, ethnic diversity, social justice and joint responsibility between the State, the family and society. The center of this policy is man and his integral formation.
In this vein, the Ministry of Popular Power for Education has considered implementing a set of policies that go in the direction of meeting the needs and requirements of both the school and the surrounding community, which corresponds to the new conception and vision of the teaching state where integration is relevant for the consequence of the proposed objectives, from the learning they are integrated into the intellectual, cognitive-motor and affective cognitive skills in order to achieve a comprehensive training of the learner.
Well, school-community integration cannot be an exclusive function of teachers, nor of the schools themselves, but rather the task of all: the home, parents, the educational community, civil society, the media and the church to transform it. in integral social pedagogy. It should be borne in mind that education is a fact that contains all the productive sectors of the country and they face the new changes that Venezuelan education requires.
Related to this situation, there are school institutions which for a long time have functioned or run by managers that are not very integrated into their communities, focused exclusively on the administrative complement.
The Sucre state does not escape this reality, where there are educational institutions that present revealing characteristics of irregular functioning in terms of school-community integration, which face multiple problems that do not escape the reality where much of the State is incompetent to provide all the resources required by the instances.
Hence the need to join forces to achieve better achievements in the social sphere, in the specific case of education, where the school as an institution is internally linked to the promotion of the community, means deepening that the school must become the center of all the instrumentation of the systematic process where it reflects the perspective of its social environment in terms of mental and functional attitudes of the population.
Where the educational communities are unaware of the main problems of the schools and these fall into the hands of the manager, such is the case of lack of didactic material, care, maintenance, interaction programs, health, where in many communities they meet in case of presence of any situation or conflict.
Showing an example of this problem, the institutions belonging to the Andres Eloy Blanco Municipality of Sucre State can be cited, specifically in the Educational Unit "Petra Tineo de Caraballo" in which it is evidenced that parents and representatives are not integrated into the activities planned by the school, for which the representatives are apathetic in this situation. In it, it is observed that there are many families that present non-participating situations. In addition to the above, it is observed that students are also distanced from the activities promoted by the school.
Hence the need to join forces to achieve better achievements in the social sphere, in the specific case of education, where the school as an institution is internally linked to the promotion of the community, means deepening that the school must become the center of all the instrumentation of the systematic process where it reflects the perspective of its social environment in terms of mental and functional attitudes of the population.
The educational communities are unaware of the main problems of the schools and these fall into the hands of the manager, such is the case of lack of didactic material, care, maintenance, interaction programs, health, where in many communities they meet in case of the presence of any situation or conflict.
In other cases, the State does not have all the resources and incentives to provide the request required by the instances, which in most cases has been able to be remedied through the joint or self-managed participation of the different members or sectors of the population. It is worth noting that the deterioration of school work depends on the interest that the members of the respective educational community deposit in it. This is evidenced when the nation or the state invests large resources in school buildings and facilities that are not fully used and soon deteriorate due to lack of awareness, interest, maintenance and participation to achieve a true integration of the school institution and community.
There is also a lack of communication between parents and representatives, they are apathetic to the call to meetings, where the innovative teacher with a clear conception deserves a comprehensive pedagogical action with new learning strategies and behaviors, to stimulate the student's will based on acquire knowledge inside and outside the classroom, a teacher with a sense of belonging that transforms the school campus into true spaces for the dialogue of knowledge.
This circumstance reveals the performance of the teacher and the managers who become civil servants lacking the skills to integrate parents and guardians and to understand any situation both administratively and pedagogically, a situation that generates the reasons for carrying out of this research, which will aim to investigate the role of the teacher in the co-responsibility of school-community integration.
As well as reviewing educational strategies for school-community integration in parents and representatives in order to diagnose the role of the teacher in the co-responsibility of parents and representatives in the activities planned by the school, which allows to develop motivation in the student and in the representatives, to achieve an integration in the communicational and social aspect in an approach in the school spaces which redounds to the benefit of the school-community integration.
In order to address the issue of relevant and pertinent learning, since in many opportunities the teacher must guide their actions taking into account the interests and motivations of the child in the social aspect where low performance is observed as a result of the school-community disconnection, whose actions generate negative consequences in the training of the student. These factors include the following:
The manager and his training are not sufficiently prepared in accordance with the objectives of the Bolivarian School, so it requires a process of updating and training necessary for the fulfillment of the various roles that he must exercise.
The teaching staff is apathetic towards the activities promoted by the school and does not join them.
Parents and guardians have no sense of relevance and rarely attend school and when they do it is to inquire into the situation of their constituents. The non-integration of parents and guardians significantly influences the biopsychosocial process of the student.
According to the aforementioned factors, it can be established that the development of integration of the community and the school has a socializing function where a set of factors converge that influence the directive staff to promote the school-community of the students of the set of elements allow to propose Actions that strengthen the participation of parents and representatives that prevent a cooperative action in the school and in the work of the teacher that ultimately serves to integrate parents. From there the following questions arise:
What are the activities that the school plans for school-community integration? How do parents and guardians participate in school activities? What sense of belonging do parents have in the school? What is the role of the teacher in the school? What is the co-responsibility between the teachers who work in the school under study?
It is the previous questions that guide the present study. In this sense, the following objectives were proposed.
Justification and Importance
The achievement of this research served to improve the managerial action in the school-community integration, through the teaching action and the participation of parents and representatives of the students of the Petra Tineo de Caraballo Educational Unit of the Andrés Eloy Blanco Municipality, Sucre State which is made up of: The Learners: with the integrating process in the school, the aim is to motivate the students so that they feel comfortable on the school grounds. At the same time, offer them information that encourages integration. In this sense, allow the school to mean a pleasant and improved extension to receive the most careful attention by the teachers and the school,where Communication serves as a stimulus to promote the sense of belonging and provide the necessary help at any time that the student requires student enjoyment with the participation of extracurricular activities that the school promotes, through activities that influence their active participation in the learning process.
To Teachers: It allows them to make a diagnosis of the community where they serve, at the same time create the formation of values in the school and promote teacher update courses where parents and representatives of students are involved to share experiences, which contribute with the activities promoted by the school.
To the Community: Assume the responsibility assigned by the school. By involving the sectors close to the school, in the participation in activities that benefit the community to carry out exchange of social, recreational, sports and religious cultural activities to meet all those who live in the school environment.
To the Institution: To achieve school-community integration, all the surrounding sectors of the school must be incorporated, with the intention of strengthening ties of friendship to live in democracy and know the reality of the school and the community.
Parents and Representatives: Integrate them into the school-community, it is the school's duty to integrate all the authors and actors of the educational event to participate in the activities planned by the school, with the ability to link the community to establish the sense of belonging and make them participate in the functions they have in the school to provide academic and professional training.
Conclusions
After carrying out the present investigation, the following conclusions were requested, regarding the role of the teacher in the co-responsibility of the school-community integration in the Educational Unit "Petra Tineo de Caraballo", among which, due to their special characteristics, the following stand out:
In the "Petra Tineo de Caraballo" Educational Unit, there is weakness in relation to the teacher's motivation for parents and guardians to have an active participation in the different activities planned by the school so that they feel committed to solution of common problems that affect both the community and the school.
The conditions in the efficiency of the integration work is a determining factor to achieve the participation of the representatives in order to form a work team that interacts with the teacher, with this research discrepancies and antagonisms could be eliminated in favor of the unification of criteria and mutual support, in addition they would allow to be informed of the problems that the community contains.
There are weaknesses in relation to the indicator of conditions in the efficiency of integrative work, so it is important to commit to achieve the goals established in the institution.
In the school there must be greater integration with the community, therefore, actions must be concentrated to meet their needs, in order to meet the expectations of the community.
Most of the respondents consider that the school almost never contributes to the solution of community problems. Likewise, teachers do not promote the development of the intergroup-institution-home process in the community where they work.
The school does not involve the community. Proof of this are the wide outdoor spaces of the school that the community does not use to establish a sense of belonging and at the same time ensure the care and maintenance from every point of view.
Most parents do not actively participate in the activities planned by the school, which has to be improved with the help and commitment of teachers, students and the community, in order to improve educational quality. As a consequence, teachers are not recognized in the community where they work.
The teacher has to assume a new leadership that adapts to the current times, that is why he has to propose to make a radical change in his leadership, since one that adjusts to the needs of society is required, in order to be a leader in the community where he works and lives.
The school does not have a firm purpose that leads to the participation and integration of the entire school group and the awareness of the sense of belonging to it.
The school under study does not have a policy of parental participation in the educational process, an aspect that has to be channeled as a priority within the teaching and learning processes.
The apathy of some representatives in the participation of the resolution of the learning problems of their represented, and the problems of the school. This situation can lead to an increase in school dropouts or other incidents of greater gravity for students, since the participation of their representatives and communication with teachers, influences their behavior and performance.
The teacher to educate must be characterized by maintaining an open dialogue, in order to meet the needs and interests of both the student and their social environment, that is, the community. This allows the student to assume her role as the main actor in education and the teacher is exclusively a facilitator, and respect must also prevail.
recommendations
The directive personnel who manage the institution must carry out actions that allow them to identify even more with the organizations that make life in the community, in order to form a team oriented to the search for solutions to the problems that are detected during the school process.
Continue making a highly productive interaction for the educational process, in order to involve parents and representatives directly in everything related to this process.
Teachers must be involved to some extent in home and community problems, which are mostly reflected by behavioral difficulties in the boys and girls who are in their charge in the classrooms, in order to minimize what the symptoms presented as possible, thus raising school performance.
Promote the approach and exchange with the community to achieve a real participation in the institutional project.
Become aware that parents and guardians are one of the main participants in the educational process and therefore in the school-community integration.
Encourage participation and develop critical and reflective capacity in parents and guardians so that they are an active entity in the school-community integration process.
Support the joint school-community work initiatives, since with these the personal and social growth of the boys and girls participating in the educational process can be developed.
To the direction of the institution, promote awareness campaigns for parents and representatives, in order that they understand that the community must have the school as one of the factors that promote the development of the individual and therefore the academic, moral, among other children of school age who represent the future of society.
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