El proyecto educativo como elemento vertebrador de la práctica pedagógica: reflexiones y propuestas para la acción

Abstract

The basic features of an educational task are sufficiently complex to demand their «construction» from theoretical-pedagogical frameworks that are consistent, rigorous and ethically founded. To achieve this end, the coherence and meaning of such a task become transformed into indispensable elements which need to be projected, both into the school and into the classroom, which, in the last resort, is where the important pedagogical formulae that have been adopted on consensus are given shape. Taking these considerations into account, we analyse in the present research the importance of the educational School Project, as a text which upholds the pedagogical task, before going on to formulate a series of postulates which should be upheld in our professional practice. Thus elements such as the pedagogy of listening, unhurried learning, and intuition, creativity, curiosity and pleasure in learning emerge and are visible in the pedagogical scene.