CLC-Conference-Proceeding-2018

Existence of doctors and nurses of the
community incorporated into educational
programs (Álvarez and Rodríguez, 2000).
All these guarantees offered by the
educational system in Cuba, particularly in the
school system, establishes "that education is a
function of that paradigm that is essentially
raised in what we have called" the new man ",
which as a dialectic category must be A man in
constant process of perfection, in constant
change, in constant process of adaptation to the
kinetic and technical demands of the time that
it touches him to live, but man who must have
like axiological invariant the honesty, the
solidarity and the necessity of the work like
Sense of life, where the consciousness of the
producer prevails over consumer consciousness
"(Borroto, 1998: 9).
It is important to consider as education
not only the school system, but all factors that
are a function of education in school
institutions and other socialization scenarios. In
this process must be involved and interrelated
groups and institutions responsible for the
education of boys and girls as; Families,
pedagogical groups and community social
agents.
For example; The development of sport
and culture in Cuban children and adolescents
has taken place in addition to schools, other
sports, cultural and recreational institutions in
the communities where teachers and specialists
from both spheres teach.
School institutions have a great
responsibility to educate and educate children,
adolescents and young people in accordance
with the material and human conditions that
the Cuban educational system makes available
to these functions, in order to provide the
necessary elements for Individual and social
development.
This responsibility is evident in the
work of the pedagogical group in each school.
Therefore, the school constitutes in the
community an "agent of change in a positive
sense and the proper interaction of all factors
depends on the strength of the principles that
underpin the work of the revolution and the
achieved achievements" (Luna et al, 1996 in:
Núñez, 2003: 233)
The school has the role of
transformation agent in the community, and its
social responsibility includes the attention to
the family of the students, and in this way
contribute aspects of education that favor the
fulfillment of their educational function. This
is one of the reasons why there must be a
cohesive work of the school and the family.
The school's attention to families is usually
made collectively: in parent meetings, family
education schools, home visits and
individually, when it is considered that the
attention should be directed specifically to a
family by particular situations of Some
students.
It is considered that the community
constitutes an important space for educational
work, here the mass organizations and the
organs of the People's Power work, which in
coordination with families and educational
centers, have supported educational actions
directed to different segments of the
population. "The theoretical methodological
value of the triadic school - family -
community conception in the Cuban
Educational System is that the educator feels,
conceives the relationship between the
processes that take place in his school and the
community family environment as elements of
self - direction in his work "(Núñez et al, 2003:
279).
This form of work gives the possibility
of achieving greater achievements in education
and individual and social behavior consistent