This article presents an initiative implemented in an educational institution in Dalcahue (Chile), focused on working on community building with methods proposed from popular education. The initiative aimed to promote the protagonist participation of girls, boys and adolescents, based on the role of the coordinator of school coexistence that has been installed by the Ministry of Education. Working to improve the conditions of coexistence with the proposed approach, in a formal educational institution, seeks to build new collective constructions of community in popular spaces, which over time aims to improve the educational conditions of students and encourage their interest in influencing in decision-making, in their educational and community context, and in that of the macrostructures in which they live. Raising this initiative constitutes a challenging proposal in neoliberal times in which, just as the subject is denied, the community is denied and social fragmentation is protected.
Keywords:
Popular education, school life, student participation, participation ladder, educative community, institutional educational project
Author Biography
Oscar Muñoz-Palma, Universidad Central de Chile
P^rofessor AT Universidad Central de Chile, Santiago, Chile; Master in Social Sciences, ARCIS University, Santiago, Chile.
Muñoz-Palma, O. (2022). Popular Education and School Coexistence. Revista Saberes Educativos, (8), 177–200. https://doi.org/10.5354/2452-5014.2022.65980
