CONTRASTS IN COMMUNITY EDUCATIONAL PRACTICE: BETWEEN LIGHTS, SHADOWS AND CHALLENGES

Abstract

Community Educational Practice is a comprehensive process that seeks to foster collaboration between schools and communities, articulating social and cultural contexts with educational research. This article aims to examine the PEC at the “Mariscal Sucre” Teacher Training School during the 2024 administration, analyzing its positive and negative aspects, identifying challenges and proposing improvements.

The methodology adopted is qualitative-quantitative, using a questionnaire validated by experts and an exhaustive bibliographic review. The questionnaire was administered to 335 students and 20 teachers anonymously, guaranteeing the reliability of the responses.

The results indicate that the PEC is valued as essential in the initial training of teachers, providing significant experiences that contribute to professional development. However, challenges were identified such as limited time for meaningful activities and lack of coordination between teachers.

In conclusion, it is suggested to improve communication with the Educational Units and extend the time dedicated to the PEC. It is also essential to adequately prepare students before participating in classrooms, ensuring that they have the necessary tools to face educational challenges.