The formation of community culture in basic secondary school students

Abstract

Introduction: The current educational context demands educational guidance actions that become a central axis for the cultural and community formation of students. This article presents the results of a research conducted with seventh-grade students of the Basic Secondary School "Francisco Maceo Osorio," from the Altamira Popular Council, in Santiago de Cuba. The objective is to develop an integrative sociocultural project that, from the curricular contents, promotes the participation of students in the community's artistic expressions. Materials and methods: A mixed methodological design (quantitative-qualitative) was used, with the application of surveys to students and to community socio-educational actors. The analysis of these revealed low to medium levels in the formation of community artistic culture, irregular curricular integration, limited student protagonism in community activities, and limited cultural impact. Results: As a proposal, an integrative socio-cultural project was designed, based on interdisciplinarity, active participation, and the school-community link, which incorporates the artistic traditions of Altamira as a pedagogical resource. Discussion: The theoretical relevance of educational guidance is perceived, oriented towards the formation of community culture, as an essential instrument to strengthen cultural identity, the sense of belonging, and the comprehensive development of adolescents in basic secondary education. Conclusions: The research allows taking advantage of the potential of educational guidance as an element integrated into methodological activity, in order to provide teachers the possibility of a greater impact on the formation of students in the community environment.