Resignifying non-conventional educational attention in initial education in the state of Falcón

Abstract

The purpose of this research is to redefine non-conventional educational attention in initial education in the state of Falcón, based on an epistemic and methodological conception that allows an awareness of transformative social action, an analysis of family-school-community integration, guaranteeing education based on a humanistic conception and reflecting the training of current teachers that implies true commitment. This qualitative study revolves around Habermas' socio-critical paradigm, which states that people can go beyond just understanding reality and interpreting contexts; its ultimate goal is to achieve social transformation. Taking into account the significant experiences of working as a teacher, we start from the systematization of Jara's experiences, ordering, reconstructing, and discovering the logic of the processes and the reflections lived and studied in continuous change. Interviews were carried out with key informants as well as visits to educational institutions in the 2022-1 and 2022-2 academic periods, with the support of the participants of the conventional and non-conventional learning environments course of the Simón Rodríguez National Experimental University. It was found that in the majority of early education centers, the absence of teaching staff who work in family and community environments has left communities with limited economic resources abandoned, and that requires the integration of the family-school-community triad to contribute to a holistic conception and quality education