Professional Learning Communities as Agents of Change and Social Transformation in Latin America. Peruvian Case Study

Julca-Vásquez W.M. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2024) · DOI: 10.5281/zenodo.12598796

Resumen

The objective of this paper is to analyze the role and evolution of Professional Learning Communities in Latin America and Peru, considering their relevance for the educational and social spheres. The social relevance of Professional Learning Communities, with emphasis on their origins, their implicit benefits and the possible disadvantages they face. 2. The practical experiences in Latin America, among which the Latin American Network for the Professional Development of Teachers in Mexico and the Regional Program for the Development of the Teaching Profession in Latin America in Chile can be mentioned. 3. The Peruvian case study, which highlights the establishment of Professional Learning Communities in Basic and Technical Productive Education Educational Institutions in Metropolitan Lima in Peru, the implementation of pilot programs, with support from the Natura Institute, in Lima, Cusco and Piura, which led to a gradual growth of these communities in the nation. Future possibilities for socio-educational transformation, which include linking Professional Learning Communities to tangible problems in society. Among the main findings, it is revealed that these communities act as agents of change, improve teachers’ professional identity, strength-en pedagogical skills and foster critical dialogue. The method employed is that of documentary exploration, which includes a detailed bibliographic review and an evaluation following the guidelines of the qualitative research paradigm. Finally, it is considered necessary to continue strengthening the Professional Learning Communities, proposing joint strategies to promote regional development.

Instituciones: Universidad Privada Antenor Orrego