Theoretical guide on participatory integration: school and community family, in the bilingual intercultural context

Abstract

The purpose of the present investigation involves the design of a Guide theory of pedagogical strategies of participative integration: family school and community, in the intercultural bilingual context of the Bolivar state. Methodology: quantitative paradigm in the special project modality, with support in a descriptive field research. The population: eight teachers, a managerial staff and a representative of the Communal Council and parents and representatives. The techniques: documentary review, interview and survey. The Instruments: the file, the interview script and the questionnaire. The results: there are difficulties on the part of the school to promote community integration and participation. Only regional and national agencies promote these activities. They do not focus on strengthening and raising awareness of the participation of all community actors. A Pedagogical Guide was designed to strengthen the school community integration directed to teachers of the E.I.B. "San Ignacio Yuruani".