Implementation of a Popular Education Strategy to Strengthen Bonds of Solidarity.

Abstract

Introduction: The following article examines how the implementation of a popular education strategy at the Technical Industrial Educational Institution (IETI) in Tuluá, Valle, strengthens the bonds of solidarity among high school students; this is based on popular education and the theory of Paulo Freire, which promotes an education centered on love and social transformation. This pedagogical and investigative practice adopts a qualitative and participatory approach, using the systematization of experience and a qualitative grid for data analysis, allowing for a deep evaluation of student reflections compared to existing theories. In the end, the implications of the pedagogical practice are analyzed, presenting fragments of participants' ideas about popular education and solidarity, enabling this analysis to help identify convergences and divergences between students' experiences and established theories. It evaluates the effectiveness of strategies to promote solidarity and social commitment in the educational field, highlighting the importance of popular education as a tool for social change and emancipation. It is argued that it is essential to continue developing these practices in various Latin American communities, fostering meaningful dialogue and learning that transcends the classroom.

Objective: To analyze how the implementation of an educational proposal based on popular education strengthens the bonds of solidarity among high school students at the Technical Industrial Educational Institution of Tuluá, Valle, through educational outings focused on practical and reflective experiences.

Methods: This research is framed in the interpretive paradigm, with a qualitative approach and the use of Participatory Action Research (PAR). Its purpose is to analyze how the implementation of an educational proposal based on popular education contributes to strengthening the bonds of solidarity among high school students at the Technical Industrial Educational Institution of Tuluá, Valle, through educational outings focused on practical and reflective experiences.

Result: The results show that popular education strengthens solidarity and reality-based learning, promoting social commitment. Students develop empathy, responsibility and appreciation of life, moving away from harmful environments. In addition, they make vulnerable populations visible, transforming perceptions through dialogue and respect, which reinforces the construction of a more just and supportive society.

Conclusions: The experience shows the impact of popular education on social transformation, promoting respect and non-discrimination. Based on Freire and Dussel, it highlights dialogue as an emancipatory tool. It is recommended to strengthen these practices in Latin America, promoting student autonomy and linking them with public policies to combat violence and exclusion through critical education.