Recognition of participative experiences in the school space by teaching Geography, History and Social Sciences

Abstract

This research seeks to understand the school reality as a social construct that occurs in interaction with others, in experiences of participation and management of the school space. The reality is interpreted from the spatiality understood as a multiplicity of experiences, from the didactics along with the thoughtful processes it offers and from conception liberal and communitarian of citizenship. The development of research is placed in the qualitative tradition, as it characterizes the student experience in a design based on the first cycle of Participatory Research-Action through which it seeks to develop knowledge that allows to understand and transform teaching and learning practices in the area of History, Geography and Social Sciences. The approach of data allows the production of living theory wich corresponds the knowledge gained from a didactic experience in dialogue with the concepts and categories from the bibliography consulted. The results presented give an account of perceptions, possibilities and adversities for teaching decision-making around the school space under a citizen perspective. Proposals for the teaching of discipline and the implications of the recognition of affective processes in the school for the development of participation in students of basic or primary education are concluded.