TOWARDS A COLLABORATIVE CULTURE. Experience of high school in Villa Rodriguez to avoid repetition high school students
"Teaching is not to transfer knowledge but to create the possibility of their production or construction." (Paulo Freire, Pedagogy of Autonomy ", 1997)
The intention of this article is to convey experiences that were successful in the classroom with our students who are the focus of our work. In the course of the years in high school in Villa Rodriguez began to reflect on a number of problems were repeated. Made the diagnoses we marveled at the number of students who repeated in each course. Going by tracking them, constatábamos those same students continued to repeat in subsequent classes, thereby generating a lag and finally ended up deserting.
was time to reflect on our educational practices and try to think of other strategies, turning to other tools as those used so far had not yielded the expected results.
Those who did achieve promotion often partially, with several unfinished or barely acceptable grades, few stood out.
We saw that our students were not entirely motivated by our classes. Would they be boring our practices?, Would they be related to their interests?, "Be leaving needs of context?, "would point to the construction of knowledge?," allow a collaborative culture?, these and other questions we asked ourselves in formal and informal.
In coordination bodies exchanged ideas about the problems observed and sometimes even saw some method, a strategy employed had attracted more attention from our students.
When it came to pass specifically what the method or practice that had worked, we could not find the way to go. We had neither the theoretical let us argue about what we considered a success in our educational experiences. We felt that the best way to understand these practices were part of the same, but that the difficulty was to address the culture of individualism, the "I" which remained in teaching for a long time.
also saw that a cross-program content, which could be treated from different subjects, what were focusing often as an isolated, not as a whole.
Thus began distábamos aware that much of what was said by Peter Senge, 1992: "A learning organization is an organization learning and continually expands its ability to create the future. Organizations able to overcome the difficulties, recognize threats and deal with new opportunities. "
In one of the areas of coordination initiative was taken to work in a group with simultaneous or peer teaching based on that knowledge is one, so subjects are no isolated compartments. The important thing is that students understand the connection between knowledge.
strategically plan is to reduce the gap between school and what we want (Matus, 1987).
Objectives:
- Enrich our educational practices through a collaborative culture.
- Facilitate the exchange of successful experiences.
- Promoting the work of integrating open teachers of different subjects.
- Bringing the community.
- Avoid fragmentation curriculum.
- Strengthen networking.
Activities:
We shared, among others, the following activities:
1. "Nutrition researcher"
was achieved in participatory work between teachers of Biology and Informatics Laboratory, with 6th group. year of Medicine, where he did a Google group to work on the subject. Computer is subject hinge to Biology.
invite you to visit the actividad.1
Intentionality:
a) Introduce the adolescent in the process of acquiring proper eating habits, through active participation in the construction of their learning, leading to the achievement of healthy life.
b) Use of new technologies through networking intangibles such as information and communication technologies (ICTs), who can serve as trigger for the access and selection of timely and valid.
c) To facilitate the research and design of future projects on the acquisition of correct eating habits and adolescents.
Projection:
As an extension of the previous activity was performed Networking of students in 6th. year medical students with the 3rd group. B School No. 47 Fructuoso Rivera.
When high school students appropriated the knowledge is proposed to reverse a situation created by a consumer society that plays on the health of children, who are tempted against a media culture to consume junk food and sweets.
They decided to propose school students the opportunity to together to realize the need for a change in eating habits.
exchange activity in the school group young high school students transferred knowledge built through previous experience basing the reasons for a healthy diet.
school students motivated by the activity investigated by different resources (literature, interviews with technical and suitable for the locality, internet) on vegetables and fruits in season, location and possibilities of growing in the greenhouse to support the high school that work in school.
Access to information seeking via the Internet was the trigger for the emergence of other activity is taking place today between school and other youth group.
2. "PREGNANCY TEEN AND SOCIAL STRATA "
Worked with simultaneous presence of Biology and Geography Teachers and support after the Computer Lab where they are socialized research by students, through literature and current data sought in library and Internet. INTENTION
ACTIVITY
a) Building knowledge from the research.
b) enable the students to infer how social class affects the adolescent pregnancy.
c) Socializing the conclusions from the point of view of our country.
d) Select from the web for information relevant to objective raised.
statistical analysis of adolescent pregnancies according to the national social strata and very promptly at the community level.
Research on possible causes. Verbalization.
jointly elaborate conclusions.
Critical reflection of the social and cultural rights in the different strata.
posture of our institution high school students with a reality that in most cases ends causing desertion.
Projection:
research was shared with students from other groups within the institution, through the spaces generated by ECA Space and Adolescents.
3. "CULTURAL EXCHANGE: GERMAN VISIT TO THE COMMUNITY"
INTENTIONALITY
ACTIVITY
a) Integrate the students of the 5th. Years B and H to the EU project "Culture and family in Villa Rodríguez" presented to a delegation of Germans who lived with families in our town for 15 days.
b) Establish social, cultural and economic relations between countries of central and periphery.
c) Getting closer to the school community.
simultaneous presence is working with the teachers of biology, history and geography, twenty German and members of their host families in the village, a hundred people, to locate, establish physical, human and cultural in our country. Integration
groups 5th grades. B and H with a common goal was the inclusion in the community.
Presentation of general characteristics of our country by the group of 5 ° F (supported by maps and plates). Biomes
Uruguay
by the group 5 ° B (from living beings of each geographical environment, sheets, brochures and photos).
Analysis of culture that characterizes our country.
Reflection and parallelism between the two cultures.
Integration of the hosts and guests, sharing our traditional food (fried cakes and sweet milk).
Projection: continue the exchange through an on-line communication by e-mail.
In all instances, teachers have tried to ensure meaningful learning.
Ausubel the words of "meaningful learning is the ultimate human mechanism to acquire and store the vast amount of ideas and information represented in any field of knowledge."
Zone of proximal development. "The child learns-and long- with other children, and adolescents with peers older teens learn ".2
agree that relevant learning is achieved, in context, the pedagogical practices of partnerships have yielded positive results, students understand that knowledge is one, which knowledge are related and which are not discipline-specific fields.
To effectively achieve this from the Centre's management is aware of the concept of holding Andy Hargraves "The challenge of restructuring in education ... is to open broad avenues of choice which respects the freedom of teachers' professional approach and strengthen its capacity decision. It is the challenge of building trust in the processes of collaboration, risk taking and continuous improvement as well as more traditional types of trust in people. It is the challenge of supporting and empowering school cultures and those involved in them to make changes themselves continuously "3.
PROJECTION OF OUR PRACTICE:
is important to share and disseminate the results and how they were met with teachers from other institutions and education authorities. Thus it may be making a move toward improving the quality of our schools. To share must be available to give, but also be open to receive and accept constructive criticism or not other teachers, evaluating what they can bring us, pointing to the development of collaborative culture that will enable the formation of critical and reflective citizens.
We know the context, the educator can not work behind closed doors, not enough to meet the community need to interact with it to meet the needs of others, while having an answer to our own questions.
The teacher must be open to new challenges to overcome resistance caused by the fear of innovation, embrace change with open-mindedness, tolerance, capacity for inclusion and flexibility in planning. Leave the comfort and assurance that gives walking ways known.
is imperative that teachers are professionally and ethically committed to be part of that process of change and successful outcomes.
collaborative tasks, even in the present, pose a challenge. Need to create spaces, point to the teacher's self-esteem, facilitate and promote joint projects in the form that they do not create utopias and networking is a reality, aiming to improve community need.
"The requirement that students acquire a more flexible working techniques and schools respond to diversity multicultural are making teachers and professors have to deal with a philosophy of multiple intelligences with the existence of different styles of learning, heterogeneous grouping of students, with the development of cross-curricular skills such as problem solving and thinking critical to the creation of interdisciplinary relationships between different subjects. "4 Teachers
Laura Marchal, Lilian Soria, Peraza and Mary Luz Pombo
0 comments:
Post a Comment