Rol que ocupa la escuela en la sociedad contemporánea guayaquileña: narrativas y cartografía socio-pedagógica

Abstract

The school lives in a constant process of transition and is guided by the changes that society experiences at the same time. The present study seeks to understand the social imaginary and the functions attributed by the neighbors and the community to the Contemporary School, from a unique case of study, during 2019. For which a Pedagogical Social Cartography was carried out as a method and technique at the same time, along with ethnography and narratives. These resources allowed the description of the socio-educational territory, as well as the identification of the perceptions of the community around what they expect from the school, as well as the repercussions that the school has in the neighborhood. As a result, the community expects the school to take a complementary role in the education of their children, like recreational activities procedures, languages, religion, values, academic monitoring, and educational quality.