The pedagogy of doing, as a strategy for exploring a territory from the school

Abstract

This article claims the pedagogy of doing as a fundamental element for learning at school and for the connection between the school, the territory and the family itself. In this way, it is analyzed how the strategy of basic competences and other methodologies usually used at school are based on this concept of exploration of the territory. It also analyzes the importance of this pedagogy in the family-school relationship, and how this relationship embodied in a territory gives rise to the participatory culture that we wish to develop in the school institution, with the repercussions it has on teacher training and on the management of school management teams, on the way to that co-management that would mark the merger of school and territory, for which, finally, certain strategies are proposed.