La escuela y sus imaginarios sociales desde una mirada cartográfica y narrativa de los docentes

Abstract

The school and its concept have been transformed in response to the social imaginary of time. From the quantitative research experience of a single case, this study aims to understand the social imaginary and the functions attributed by teachers to the school in contemporary society, in private middle class school in northern Guayaquil, during 2019. Through a socio-pedagogical cartography, the characteristics of the socio-educational territory, the social imaginary and the functions attributed to the school and the relations that exist with the community from the perspective of the teachers of the school were scrutinized. Data were collected through interviews and participatory workshops. It is concluded that the place occupied by the middle class private school responds to the parameters of a contemporary school. From the teacher's perspective, the school is the place where children learn to be active agents of society, where knowledge transcends books and is put into practice in everyday life.