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ANDER-EGG, E. (1982): Metodologia y prictica del desarrollo de la comunidad.
(10. ed.). México. El Ateneo.
BOTKIN, J.W.; ELMANDJRA, M.; MALITZA, M. (1979): Aprender, horizonte
sin limite. Madrid. Santillana.
CARIDE, J.A. (2006): «La educacién social en la accién comunitaria», en
UCAR, X.; LLENA, A. (coords.): Miradas y didlogos en torno a la accién
comunitaria. Barcelona. Grad, pp. 157-194.
COLOM, AJ. (1987): «La educacién como sistema», en CASTILLEJO, J.-L. y
otros: Pedagogia sistémica, Barcelona. Ceac.
— (2005): «Continuidad y complementariedad entre la educacién formal y no
formal». Revista de Educacidn, 338, pp. 9-22.
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M.A.; GUILLAUMIN, A. (coords.): Avances en complejidad y educacién:
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COOMBS, PH. (1968): The world educational crisis. (Trad. cast.: La crisis mun-
dial de la educacién. Barcelona. Peninsula, 1971.)
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mal education can help. (Trad. cast: La lucha contra la pobreza rural.
Aporte de la educacién no formal. Madrid. Tecnos, 1975.)
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nidad».Tesis doctoral presentada al Departament de Sociologia de la
Facultat de Cincies Politiques i Sociologia de la Universitat Autonoma
de Barcelona. Dirigida por el Dr. Josep M.* Masjuan.
DELORS, J. (coord.) (1996): La educacidn encierra un tesoro. Madrid. Santillana.
ESCUDERO, J.M. (2006): «Compartir propésitos y responsabilidades para una
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ESTEVE, J.M. (2003): La tercera revolucién educativa, La educacion en la sociedad
del conocimiento. Barcelona. Paidés.
ESTEVE, J.M.; FRANCO, S.; VERA, J. (1995): Los profesores ante el cambio
social. Barcelona. Anthroposaa
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book.2
Las comunidades de
aprendizaje y su
sostenibilidad. Hacia
un modelo de evaluacién
inclusiva
Gerard Ferrer Esteban
Forum Idea. Universitat Auténoma de Barcelona
Introduccién
Los problemas con los que se enfrentan los centros educativos —bajas expectati-
vas sociales y de aprendizaje, niveles formativos insuficientes, altos indices de
fracaso escolar, etc.— se generan fundamentalmente por motivos de desigualdad
socioeconémica y cultural. Este marco sociolégico incide en los procesos de socia-
lizacién de nifios y nifias, en su rendimiento académico y, en definitiva, en las
oportunidades que tendrén en un futuro en el plano social, académico y profe-
sional. Si bien la superacidn de esta realidad trasciende la capacidad real que
tiene la escuela para hacerle frente, la educacién debe desempefiar un papel
determinante que permita romper el cfrculo de pobreza, fracaso escolar y exclu-
sién social (Forum Idea, 2002). Es en este contexto en el que se proponen lasLa EScUELA EN LA COMUNIDAD
40
comunidades de aprendizaje (CA) como una de las alterativas validas de trabajo
que existen actualmente para transformar y mejorar la realidad de este alumna
do desde la escuela,
Este capitulo se divide en dos bloques fundamentales de contenidos. El
primero se dedica a profundizar en el conocimiento de las comunidades de
aprendizaje, se repasan sus antecedentes, se apuntan algunos de sus principios
pedagégicos y se describen las fases de transformacin que conducen a un cen-
tro educativo a asumir el modelo sociopedagégico de las CA. En el segundo blo-
que, en el marco de la sostenibilidad del proyecto socioeducativo, se propone un
modelo de evaluacién que se est desarrollando desde el grupo de investigacion
y accién educativa Forum Idea (Investigacién y Desarrollo de la Educacién de
Personas Adultas) de la Universitat Autonoma de Barcelona. En la descripcién
del modelo de evaluacién se esbozan los principios que deberfan orientar la
accién evaluativa y se propone un disefio con las dimensiones, los ambitos y los
indicadores de la evaluacién en CA.
Las comunidades de aprendizaje
Las comunidades de aprendizaje se definen como un proyecto de transformacién
social, cultural y pedagégica de un centro educativo y de su entorno para conse-
guir una igualdad de oportunidades y de resultados para todo su alumnado (Elboj
y otros, 2002). Este proyecto se desarrolla mediante procesos basados en un did-
logo fundamentado en la isegoria o igualdad en el uso de la palabra, una educa-
cidn participativa del conjunto de la comunidad y el desarrollo de medidas
pedagégicas que impulsen el aprendizaje respondiendo a criterios de justicia
social (Forum Idea, 2002; Ferrer, 2005)'.
1. Actualmente, el proyecto de comunidades de aprendizaje esta siendo desarrollado por el grupo
de investigaciéa CREA (Centro Especial de lnvestigacién en Teorias y Pricticas Superadoras de
Desigualdades) de la Universitat de Barcelona, el grupo de investigacién y accién educativa
Forum [DEA (Investigacion y Desarrollo de la Educacion de Personas Adultas) de la Universitat
Autén
Educacidn, Universidades e Investigacin del Gobierno Vasco.
1a de Bareclona y el grupo asesor-coordinador del proyecto de CA del Departamento deLas COMUNIDADES DE APRENDIZNIE Y SU SOSTENIBILIDAD
Antecedentes
El origen del proyecto de comunidades de aprendizaje se sittia en varias expe-
riencias socioeducativas que han ido logrando resultados de éxito en el marco
del sistema educativo. Por una parte, en el contexto de Catalufia, se pueden
apuntar distintas experiencias de renovacién pedagdgica de educacién de per-
sonas adultas. Por otra parte, encontramos referentes en Estados Unidos en el
Ambito de la educacidn infantil y primaria, como son el Programa de
Desarrollo Escolar (Yale University), Exito para todos (John Hopkins
University) y Escuelas Aceleradas (Stanford University). A continuacién
repasamos brevemente las experiencias mas significativas que han enriquecido
pedagégica, metodoldgica y organizativamente el proyecto de CA.
Programa de Desarrollo Escolar
El Programa de Desarrollo Escolar (School Development Program*, SDP) se ini-
cid en el afio 1968 a raiz de la demanda de dos escuelas de educacién primaria
de New Haven a la Universidad de Yale. Estas escuelas registraban niveles muy
altos de fracaso escolar, problemas de actitud y comportamiento del alumnado
y uma fuerte desvinculacién de las familias con los centros. El profesor James
Comer (1996 y 1999) y su equipo del Centro de Estudios Infantiles (Child
Study Center) empezaron entonces a trabajar con estas dos escuelas.
Actualmente cuenta con més de ochocientos centros de educacién infantil, pri-
maria y secundaria en diferentes estados de EE.UU.
EL SDP se define como una iniciativa de cambio educativo basada en los
principios del desarrollo infantil, juvenil y adulto. Este proyecto moviliza a las
familias, al profesorado, a la administracién y a otras personas adultas vincula-
das al crecimiento personal, social y académico del alumnado. En este sentido,
el SDP asume como principio el proverbio africano que dice que se necesita a
todo un pueblo para educar a un solo nifto, lo que fomenta que todo aquel que
forma parte o esté vinculado con la escuela se implique en la educacién de los
nifios
y de las nifias del centro. Desde este programa, se entiende que esta impli-
caci6n esté estrechamente vinculada al desarrollo global del alumnado, esto es,
a los aspectos psicolégicos, académicos y sociales de su desarrollo.
2. eww info. med. yale edufeomer
alaa
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