Action of teachers in Transformative Reflective Research for Social Risk Environments

Abstract

The development of science and research from practice has led to the existence of different experiences that have contributed to the construction of the Transformative Reflective Research model for Social Risk Environments (ITRER). In its analysis, it was possible to particularly highlight those related to the institutional/educational field with the purpose of executing social transformation processes by promoting resilience. The ITRER involves the action of transforming, it seeks to make the participating subjects change, but without completely altering all their essential attributes characteristic as a collective. The research was framed in the Descriptive Documentary type with the bibliographic review of various investigations on the subject. The contextualized changes from the four areas of development cannot be carried out successfully without the participation and commitment of social actors. The characteristics of work centered on people, in the classroom and other learning spaces, in the family and in the community are fundamental. Achieving educational institutions prepared to promote resilience in their members and environment would allow them to assume responsibility for their own verbalizations. The development of teacher preparation and participatory actions can facilitate the resilience of subjects in different social environments. This article aims to carry out a reflective analysis to explain the main characteristics and actions of the processes in order to achieve resilient people in the social environment.

Keywords: Basic training, Social participation, Knowledge, Social adaptation.