COMMUNICATION AND LEARNING ENVIRONMENTS “A STRATEGY TO IMPROVE THE PERFORMANCE IN THE CLASSROOM”

Abstract

Communication and learning environments are considered as fundamental pillars for the construction of knowledge on students. Under this precept, this paper gives account of an intervention work whose aim was to strengthen the pedagogical practices through the construction of learning environments, where the communication among students, teachers and parents become the reactor for the development of pedagogical processes. Methodologically, this process followed the Action-Research principles, based on the theory proposed by Elliott (2005). The techniques and instruments for the diagnostic, data collection and analysis were a semi-structured survey, workshops and field diaries. The theoretical analysis categories, according to the nature of the process of educational intervention (communication, education at rural schools, pedagogical environments), are addressed from the tenets proposed by authors as Sarramona (1988), Freire (1973), Skliar (2009) and Mejía (2011). It is being concluded that the communication is a fundamental factor in the development of the human being and that it obtains a determinant character in the teaching and learning processess.