Community Education

Community education is the participation of parents and natural organizations, teachers and students in the operation of the central educational units, the area, the region or the multinational level, in educational management, in the definition of its general purposes, in the decision important decisions for school life, responding appropriately and pertinently to multicultural and multilingual needs.

Community education is a path for the formation of an autonomous citizen. For Paulo Freire it represents a life project, it constitutes an emancipatory hope that is inscribed in a professional ethics of education of life contexts. Once again the problem of “being itself” and “being part” arises, the hope is to project men to learn reality and think how to transform it. This is why they think about the teacher’s relationship with the community, it means cutting direct paths with the reality that contextualizes the school. In this sense, beyond the relationships of solidarity and recognition, problem, the teacher learns by comparing his theoretical levels with the praxis of human life.

Education from a community perspective is linked to the cognitive needs and social transformation of the people in question. This process leads to a permanent encounter with the “other” that the formal school does not present, and that humanity breaks the need to work in society. Life becomes the scenery to learn to solve, every day, the diversity of difficulties that arise. The experience of the group is an intersubjective link that becomes a force to think about reality.

For the education of the community, by its own ontological definition, it is important to consider the basic relationship between consciousness and experience. To think is to live to solve the problem between reality and life and lived reality. Consciousness cannot remain in the ideal plane, it has to transcend because, if it is not the fight for a better world, it would be the meaning and value of perseverance. Community education should encourage reflection on the thought-reality relationship. The thought can be a way of making sexual advances to intervene in real processes. This intervention is a rupture with the contemplative being, so that it produces the qualitative movements of thought and, therefore, of acting on reality.

Community education is based on what happens in life, and that is why it prepares man to act in life. For this process to be fulfilled, it must awaken mental states that eliminate knowledge of its psychic base, to resize it as the basis of community action. It should be noted that community education is, by definition, binding with reality, since it must exist in harmony with the community and the content of the community.