A review of the school-community relation

Who would put into question the existence or even the importance of what we call education? It is something taken for granted, which must happen because that is just how things are. It would seem that education has gone through the process of its own naturalization, which has established an imperative need to answer the question on how to educate, forgetting not only to answer but also to ask other preliminary questions surrounding the meanings of educating. 2 Without a doubt, taking these steps backwards leads us to face education from a philosophical perspective. In this regard, we would like to recover Augusto Salazar Bondy's character, a Peruvian philosopher and educator, in order to ponder some of the meanings of education and the relations between school and community, starting from the educative-programmatic project of the 1972 Education Reform and, at the same time, to carry out a review of his proposals, from the point of view of some contemporary accounts on what making school means.