El diseño de proyectos educativos en contextos comunitarios. Un estudio de caso en Celrà (Cataluña, España)
DOI:
https://doi.org/10.18046/recs.i44.13Palavras-chave:
diseño educativo, ecosistema socioeducativo, fondos de conocimiento, fondos comunitarios de conocimiento e identidad, investigación basada en el diseñoResumo
Trabajos previos muestran la necesidad de contextualizar el aprendizaje en marcos comunitarios para fortalecer la identidad y la cohesión social en escenarios de diversidad cultural. Recientemente, se ha sugerido la aproximación de los Fondos Comunitarios de Conocimiento e Identidad con el doble propósito de vincular el trabajo escolar con el contexto local, y fomentar identificaciones compartidas. Sin embargo, no se ha descrito el proceso de implementación de esta perspectiva. El objetivo de esta investigación, basada en el diseño, consistió en ilustrar el proceso de creación de un proyecto educativo por parte de un grupo motor formado por distintos agentes sociales, educativos y comunitarios del municipio de Celrà (Catalunya, España). Los resultados muestran la necesidad de fomentar liderazgos ecológicos, reconocer las acciones previas y proyectar un hito comunitario para articular el trabajo colaborativo. Además, se discuten algunas implicaciones para la escuela y las políticas públicas en educación derivadas del estudio realizado.
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