Community education . Criteria derived from experiences obtained in carrying out community work are offered.
Summary
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- 1 Characteristics of community work
- 2 Community factor
- 3 Educational effect
- 4 Activities in the community framework
- 5 See also
- 6 Reference
- 7 Source
Characteristics of community work
In recent years there has been an increase in community work, which in the neighborhoods is received with great interest and expectation. When planning community work, the concerns of the community in which it is intended to act must be taken into account. It would be a serious mistake to act and make decisions behind the backs of the people for whom you intend to work.
There are various difficulties that arise in the community, produced mainly by spiritual deficiencies (low cultural level) or unresolved material needs (low standard of living). More than the material problems – difficult to solve – there are the spiritual ones whose solution achieves appreciable and valuable changes, fundamentally aimed at raising the sociocultural level of the population, since through cultural values the lifestyle can be improved.
In both cases, it is important that community work or in a broader sense: community education, contemplates in its projection, the inclusion of the stimulus and the adequate orientation of the people who live in the neighborhood, in order to ensure the continuity of the work carried out. by the researchers once they have retired, also guaranteeing community leadership.
Community education can then be carried out, from the very center of the community, internal community work or from the outside in, external community work. In both cases, the final result should not only be community transformation, but also the preparation and training of the community members, in order to ensure the continuity and maintenance of the changes.
In fact, community education does not manifest itself with the simple resuscitation of the community, which is sometimes carried out without connection to the neighborhood culture or worse, with total ignorance of the characteristics or peculiarities of the people for whom it is intended. run.
There is a substantial difference between one concept and the other, however, sometimes it is confused and people and institutions claim to do so when they carry out a certain activity and for this they mobilize people to a place and provide them with an emotional or pleasant act. If the activity that is developed to recreate the community members does not include instruction, either in the interpretation of what is observed or done or in the how and why, then it will not contribute to their spiritual development. What is seen or done will be accepted or rejected out of affection, not because of its cultural value, there will be entertainment but also an absence of learning. [1]
Community resuscitation is an important part of the educational work to be carried out, as it brings together the masses and facilitates the influence on them, it allows the identification of researchers with the community and the assessment by the latter of the motives, interests and needs of the object study.
Community factor
The community factor aims to broaden social policy as a recognition of social development as a whole, trying to generate the conditions that make it possible to unblock protective policies, and generating alternative spaces in the satisfaction of social needs, reconsidering the collective guarantees that allow avoid the marginalization of certain groups, and the organization of a real agreement between the different participants of the social intervention towards the community.
Educational effect
The educational effect is scattered and imprecise when isolated community resuscitation works are undertaken without compromise and concrete objectives to be achieved.
It should not be said that some community work is carried out if it is not designed in a system of actions, activities or strategy and is carried out systemically and systematically, prior knowledge of the interested parties.
The spiritual deficiencies of society are identifiable by the way of being and acting of each individual, this situation is manifest in each of the small communities that constitute it with greater or lesser intensity.
For this reason, in addition to providing participation activities for the community members, where they spread out, rejoice and occupy their free time in a beneficial way, educational work should be strengthened, promoting the formation of personality in the different age groups, filling the empty spaces designated learning from the experience that humanity has accumulated up to the present day and that contribute to making them more sensitive to the different manifestations of culture and to better understand the constant transformations of the universe , joining the development of today’s society and thus not diverting their attention to activities that affect the individual in particular and society in general.
The whole society as a whole is strengthened by the results obtained, it is strengthened, it is enriched. The community grows in knowledge, joins more, educates itself, researchers learn, improve and acquire experiences to project work in another field.
In this community action, the action of the government is of relevant importance, as a unifying agent of the participants and unifying in addition to actions and people.
Activities in the community framework
The activities carried out in a given community must be varied and organized, constitute a harmoniously defined and planned system, with a systematic, multifaceted and integrated development. For its conception, the data obtained from the empirical diagnosis must be taken as a premise and later, in a more finished work, to carry out the diagnosis and characterization of it.
The action therefore requires a group, which although not a specialist, can carry out various activities, including instructive-educational ones, aimed at strengthening and increasing the cultural heritage of the community members and linking them fundamentally to the historical development of the community, in order to strengthen the national identity and in particular the local one.
The diversity of activities must include the realizations of: music , theater , dance , cinema , games for different ages, traditional dances , historical, sexual and health education , environmental, literature and other needs that could arise from the characterization or the diagnosis and that they contribute to achieving an integral culture .
The realization of recreational-educational activities should be oriented towards two fundamental purposes: to achieve an integral culture and to maintain the neighborhood culture. The cultural traditions passed down by past generations must be bequeathed to future societies ; The memories that enrich the rich history of its development, donated mainly by the elderly, are of vital importance
