Impact Of Socio-Community Practices On University Teaching Practice and in student appropriation

Abstract

Introduction: The subjects of Communication and Marketing and Institutional Communication of the National University of Río Cuarto advise work cooperatives in sociocommunity practice projects in the city of Río Cuarto (Córdoba, Argentina). Thus, the student community learns through work experiences in organizations in vulnerable conditions.

Objective: Identify changes in teaching practice by incorporating the pedagogical device of socio-community practices.

Method and technique: The method is the systematization of experiences. From interviews and analysis of secondary sources, the experience is reconstructed, the dimensions of change in teaching practice are identified, and a critical interpretation of the findings is made.

Results: The work methodology consists of moments with a workshop logic: elaboration of work agreements, extracurriculares meetings, reflection on action based on curriculum content, concurrent evaluative stages, review of agreements, delivery of products and reports to cooperatives, leisure and recreational activities. In this process, the student community has supported three cooperatives, generating: a repository of images, six videos featuring cooperative leaders, content for social media, packaging redesign, and training workshops

Conclusions: Teaching practice has changed. Working in the territories implies a negotiation between the established university rules and emerging practices. Selection and organization of content, design of teaching devices and evaluation and monitoring mechanisms are stressed.