The School-Family-Community Nexus in Cienfuegos: Historical Context and Contemporary Reality
DOI:
https://doi.org/10.62452/0dcs5h05Keywords:
School-family-community, pedagogical actions, educational policiesAbstract
The study aimed to analyze the articulation between school, family, and community in the city of Cienfuegos, considering the transformations that have occurred across different historical periods and the existing gaps between educational policies, the social context, and their practical implementation. The research evaluated the capacity for integration among these three components to ensure more participatory, contextualized, and socially responsive educational processes. A qualitative methodology with a descriptive scope was employed, supported by documentary analysis and interviews conducted with practicing teachers, which made it possible to characterize the school-family-community relationship within different historical and social contexts in the locality. The results revealed a sustained decline in the levels of correlation among these three dimensions, despite their historical relevance within Cuban education. Likewise, limitations were identified regarding family participation, community interaction, and the contextualization of educational policies in changing social scenarios. Based on the findings, pedagogical actions are proposed to strengthen the integration among school, family, and community through strategies focused on participation, educational support, and shared social commitment. It is concluded that parental interest in students’ learning processes and in the educational role of the school has been a matter of concern throughout different periods in Cienfuegos, recognizing that the comprehensive education of students requires shared responsibility among families, schools, and community actors in order to promote the social, human, and educational development of new generations.
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