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La formación de profesionales de la educación y el cambio en las comunidades rurales a partir de la IAP

Rural communities experience problems derived from an undemocratic economic policy that puts the most disadvantaged social groups at a disadvantage, therefore, higher education institutions must develop in their students tools that are aimed at achieving social changes aimed at the search for quality of life and well-being of the population from Participatory Action Research (PAR). The purpose of the research is to analyze the problems of rural communities and seek solutions from the development of PAR in the daily training practice of educational interveners. 24 students, 15 community leaders and 50 families participated. It was based on the theory of community development. The survey, the research workshop and the interview were used, needs and problems organized in age groups were identified, an action plan was proposed that will be implemented with the support of government agencies and reflected on the influence of PAR on training as educational auditors. It was found that the theoretical-methodological training of university students to intervene in rural communities favors the development of critical social awareness of students and the praxis of research from the pedagogical reflection of teachers, a situation that impacts on transformation and innovation curricular. It is concluded that the training of education professionals oriented to social change demands a pedagogical reflective process from praxis and social and individual transformation as well as the change in the formal curriculum.