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The carnival as a transformative pedagogical practice for social change: A case study from Chile
Carla Fardella1, Carolina Pérez-Arredondo2, Claudio Broitman3
1Facultad de Educación y Ciencias Sociales, Centro de Investigación para la Educación Inclusiva, 160009, Chile; Fernández Concha 700, Edificio C2, Las Condes, Región Metropolitana, Chile.
Acta Psychologica
|October 30, 2024
Summary
An annual school carnival in Chile fosters community connection and addresses social challenges. This transformative pedagogical practice promotes meaningful learning experiences and socio-educational change.
Area of Science:
- Educational Sociology
- Community Engagement
- Pedagogical Innovation
Background:
- Emerging social challenges impact school communities.
- Traditional pedagogical practices may not address these challenges effectively.
- Need for innovative approaches to foster community and learning.
Purpose of the Study:
- To identify and analyze innovative pedagogical practices.
- To examine the role of an annual carnival in a Chilean school community.
- To understand how these practices address social challenges and promote socio-educational ecologies.
Main Methods:
- Ethnographic approach utilizing participant observation.
- Data collection through interviews, questionnaires, and document analysis.
- Observation of carnival planning, design, and community interaction.
Main Results:
- The carnival strengthens symbolic relationships within the school community.
- It allows for the identification of community ideas, expectations, and values.
- Carnival implementation supports the pursuit of social well-being and change.
Conclusions:
- Transformative pedagogical practices, like school carnivals, can overcome structural constraints.
- These practices foster meaningful teaching and learning experiences.
- Carnivals contribute to the legitimation of socio-educational ecologies.
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