Taking into account the landscape of modern society in the pursuit of education, entails certain challenges to cover diversity of students in school environment, as well as all social practices involved in it.
Educative and schooling goals are not unique to teachers but to families and communities where students are located. This responsibility is jointed and therefore there should be team work to achieve learning purposes, as well as how children learn to apply knowledge in current life and in different contexts.
To succeed an intervention, it is necessary to have a theoretical and methodological framework focusing on socio-cultural school and family realities. So, qualitative methodology helps to assess a deeply understanding of social dynamics of people who will receive the intervention.
The proposal would be from an interdisciplinary perspective, involving:
- Extensive field work,
- Implementation of ethnographic techniques for data collection (such as participant observation of school and family practices, records in a field diary and its subsequently systematized)
- Taking into account all social actors (such as teachers, students, family, and community) that come into play, for example by applying in-depth interviews and appreciate directly the activities in school, home or locations of interaction. In this sense, it is essential to be aware of what they “say they do” and what “they do” in daily life. Contrasting these two aspects should be useful to understand what happens in real dynamics contrasting with education goals and levels of coordination, common understanding of the systems, and organizational practices.
It is possible that each group has different perceptions of events, and this aspect can affect relationships, communication, function, and assessment of goals in an educational community.
As previously mentioned, all those aspects are relevant to have and holistic comprehension of education and school dynamics, as well as participants’ daily life.