Implementación de un proyecto basado en la comunidad en un aula rural de inglés (original) (raw)
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Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. T...
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This study described the results and findings of a research which aimed to explore how the implementation of three pillars: Community-based Pedagogy (CBP), Negotiated Curriculum and Sense of Community strengthened the sense of belonging, as well as generated attitudes and actions that benefit the community. This study consisted of two stages and emerged from a needs analysis in which students gave their opinion on the importance of English as a second language. Implementing community-based projects and negotiated curriculum as means to engage and encourage students to become aware of their responsibility as agents of change in their communities, as well as educating the surrounding community, allowed us to demonstrate the development of a sense of community among the students. Through the use of questionnaires, surveys, and journals, the results revealed that students felt more motivated when they were taken into account in the curricular making decisions. Likewise, the empowerment of students as agents of change in their own communities was part of a process supported by community-based projects and the outcomes could be evidenced not only in the classroom but in their community as well. Finally, this study allowed students to increase their sense of belonging towards their communities, as well as their motivation to learn English as a foreign language.
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In North America, the use of the term 'social pedagogy' is a relatively new phenomenon, but social pedagogical practices have been used for a long time. The recent interest in the field of social pedagogy can be explained in part by the publication of an unprecedented volume of books and articles in English language, the creation of a new international journal, the simultaneous development of graduate programs in social pedagogy in the UK and the USA, and the establishment of a social pedagogy association that brings together academics and practitioners. In North America, social pedagogy thinking is influenced by the history of the field, by current social pedagogy theory and practice in other parts of the world, and by several traditions that connect education with social change. The paper discusses ten of them: indigenous education, progressive education, social movement learning, community development, public pedagogy, popular education, participatory action research, social economy, participatory democracy, and critical theory.