The school is an entity that learns and that needs to learn from its own experience in order to improve pedagogically. Therefore, both students and teachers must be able to participate in the daily construction as members of a global educational project. (Beyond participation in the classroom).
A broad and intense participation of families in symbiosis with the context of which they are a part is also important. It has to be noted that the center is an educational space that some and others feel as their own. In this sense, the separation of the educational stages in different buildings and places hinders the development of educational projects, which should have coherence throughout the students’ education (persistence of approaches, transfer between stages, flexibility in the curriculum, resources, among others).
This means that the centers must have lines of work and projects built collectively, stable in the long term and periodically evaluated, with stable staff that assume the educational project and that are involved and participate beyond their responsibility in the classroom. That is why it is necessary to establish mechanisms and moments of analysis, reflection and assessment of the objectives set as a community, of its pedagogical line, of the projects, of the organization with which it is endowed, and that everything is collected and systematized as a collective legacy.
This means that teachers must understand that they are trainers and educators, that they have the role of reflective teacher and researcher on their practice, and therefore they must have specific training on this subject, as well as times and spaces to develop this task. (observe, identify, analyze, diagnose, create, value, evaluate, share, correct, propose, etc.).
The School as an International Education System
The school is an entity that educates in a systemic way, with its projects with and without incidence in the community, with its organization, the design of the space, the rules and schedules, at recess, the dining room, with the selection of contents, with their participation in the context, etc.
A student body must always be the center of its activity and its objectives. It must be at the center of the teaching-learning process. Not only in classroom activities, but also in the school in general as a space in which all activities that are educational by definition are generated. For this reason, it is important to think about and create the educational spheres (participatory, curricular, methodological, organizational, etc.) and the environments and spaces conducive to generating learning, developing skills and building values.
In addition to being open to the world, the school must promote, in all educational fields, the participation of students, teachers and families. And organizationally, it must be provided with a flexible structure, mechanisms and regulations. They must allow a real democratic life and participation in the management of times, spaces, rules, projects, etc., through its management bodies.
This Is the Actual Situation
It is necessary to facilitate networking with all the agents involved. Additionally, there in the center you cannot breathe imposition, authoritarianism, marginalization, relegation, etc. making it feel that some member of the educational community, and especially of the student body, is the last link.
The school has to make live, experiment and build the values ​​and principles of coexistence that in some cases are presented as advertising slogans in the open day, or are argued as basic principles of a manual when you want to attract attention or impose a punishment.
It is necessary to establish levels of participation, discussed and agreed upon, in the different educational spheres. Through them, each group can cooperate in the creation of the learning community and in the development of projects. (According to their abilities, interests and responsibilities). This means that leadership in a center must be shared and socialized, encouraging both teachers and students to develop and convert their best skills into their responsibility in contributing to the common project. And the organization of the center has to make it possible. All groups must know, assume, understand and participate in the center’s educational project.
The Global Inclusion as a Main Mission
Since it educates us globally, the school must be inclusive. It must include the diversity of social reality and comment on the inclusion of physical, cultural, rhythm and learning diversities. The very development of inclusion in the classroom, as a school project, is already a source of learning for students and teachers. (Both in terms of concepts and values). This because the school is a representation of social diversity in which they have to live and in which they will have to make their contributions for improvement. (Including close environment, diversity family, migration, among other aspects).
In this framework of diversity, it is also necessary to think about:
- Competencies to prioritize
- Values ​​to start build
- Curricular contents and their selection
- Learning methodologies
- Available resources
- Evaluation and functions
- Spaces…
But inclusion must have the necessary resources and, in cases where more specialized care is necessary, students must be able to be cared for in centers that can provide this care.
In other words, the school is an authentic learning space. It is an entity that must promote global education, linking it to reality, including the participation of the entire educational community.
Another aspect to consider: the individualities and diversity of resources that society should offer in a comprehensive approach to people in all their dimensions.
