Teaching practices developed in a public school in a vulnerable neighborhood: Participatory action research (PAR) in search of educational quality

Abstract

This article was prepared from qualitative research for a doctoral thesis. The objective was to discover teaching practices applying the participatory action research design seeking educational quality in a public school of a vulnerable neighborhood, considering the vulnerable social context. A part of the work focused on managers and teachers is presented. Two focus groups were formed, one with the participation of three directors and another with the participation of ten teachers. Then there were three workshops with the participation of ten teachers. The main findings in the context of vulnerability related to teaching practices were empathic leadership among themselves and towards students, conflict resolution through dialogue with parents, especially for students in situations of social risk, innovation in the curriculum using strategies reading classic stories and highlighting the presence of values, and inclusion promotion by reducing discrimination and guaranteeing equal opportunities. Furthermore, the teachers recognized the importance of training students in a comprehensive manner, considering their attitudes, values and the problem resolution in their context; They encouraged collaborative work and addressed specific learning problems. It was highlighted that the family played a fundamental role in offering necessary support and resources for those with disabilities. Finally, it was evident that the rivalries and problems present in the neighborhood, such as drug consumption, violence and the destruction of public spaces, undoubtedly contributed to poor learning at school.