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Service-learning as a pedagogical proposal

Service-learning as a pedagogical proposal means:

  • A way to develop a pedagogical connection where both educator and student learn from experience and engage in the transformation of reality at the same time. It involves action and reflection on the practice and the establishment of solidarity bonds that enable to act and learn reciprocally with and from the community.

  • Active and meaningful learning focused on the students' protagonism.

  • An idea for active citizenship training that is not limited to the knowledge of rules and values, and the diagnosis of political and socio-economic problems, but advances in the elaboration of proposals and in the active participation in initiatives that include not only reports and claims, but also taking responsibilities and commitments on the provision of constructive alternatives, and working in coordination with the authorities and civil society organizations.

  • An innovative approach to the very identity of educational institutions, overcoming the "ivory towers" and the "islands" linked by "bridges" to reality. In this proposal, educational institutions do not "extend" to a supposed "outside," nor are they transformed into a kind of community centre that tries to meet all the multiple social demands. Instead, they see themselves as part of their territory and community, and are connected as network hubs that work in alliances, establishing bonds of mutual enrichment (Tapia, 2000:141-50). In a traditional educational institution, you learn only in classrooms and laboratories. The service-learning pedagogy acknowledges that you can also learn from and in the community.

  • From the epistemological view, it understands knowledge as a social good, and promotes engaged and participatory action research as well as the dialogue between scientific and lay knowledge, and ancestral wisdom (GUNI, 2014)." (Tapia, Bridi, Maidana and Rial, 2015).