Strategies to establish continuities between school and community
DOI:
https://doi.org/10.32093/ambits.vi60504963Keywords:
Intercultural education, family-school relations, Fund of knowledge, fund of identity, Community fundsAbstract
This article presents the development of three collaborative projects between a school and a university team to establish continuities between the center and the community to which its students belong. It starts from a critical look at the capacity of the school supported by a universal design to include part of its students, taking into account the failure rates and early school dropout rates of the racialized and/or immigrant population. Considering the proposals of critical pedagogies and the historical-cultural approach of Educational Psychology, strategies such as Knowledge Funds, Identity Funds and Community Funds are proposed as ways to establish continuities with families, social referents of students and other entities and spaces in the community. Interinstitutional collaboration between university and school and service-learning programs also play an important role in this proposal, exemplified by the development of programs supported during the last six years. It concludes by situating the social function of the school in its contribution to community construction and its central position in a network of educational spaces.
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