Mokytojo vaidmuo socialinės atskirties prevencijai

LTŠiame straipsnyje aptariamas mokytojo, kaip mokyklos bendruomenės kūrėjo, vaidmuo, siekiant mažinti socialinę atskirtį pradinėje mokykloje. Glaudžios mokyklos bendruomenės buvimas sąlygoja tai, jog vaiko ugdymui ir kuriama mokyklos bendruomenė. Mokytojai išreiškia poziciją, kad šeima yra vienas svarbiausių mokyklos bendruomenės veikėjų, kurių įsitrakimas į bendras veiklas visapusiškai veikia ne tik vaiko mokymosi pasiekimus, bet ir jo elgesį, bendravimą su kitais mokyklos nariais. [Iš leidinio]Reikšminiai žodžiai: Bendruomenė; Socialinė atskirtis; Socialinė sanglauda; Ugdymas; Šeima; Community; Education; Family; Social Cohesion; Social Exclusion.

ENEducation may have a significant impact for communities development. Nowadays in postmodern world, where we are experiencing various changes, inidviduals alienation and some forms of social exclusion are noticed in communities and in school. According to Trakšelys (2008), situation at schools becomes problematic because of the schools’ reorganization process, especially when schools in villages are closed and children have to go to schools in cities. Whereas the first manifestation of social exclusion is noticed at school, it becomes very important that also at school any inequality, discrimination and intolerance should be prevented. Therefore teachers’ role for creating cohesive community becomes very significant. As representatives of structural reconstruction theory express the idea in education more attention should be paid to teaching how to behave with respect to principles of solidarity, creating the sense of common values. Only supporting communication and ability to help each other create close relationships and intensify the community life because as a Buber said „humanity exists as long as there is a relation among people“(P. Jarvis, 2001). School according to structural reconstmctiona- lism proponents and only school, is a catalyst of social changes (K. Pūkelis, 1998). The object of the research - teacher's role as a school community's creator for social cohesion The aim of the research — reveal teacher's role in a process of school comunity creation.The tasks of the research: Theoretically substantiate the importance of school community for social cohesion; Characterize teachers’ opinion about their as a school creator’s role. In this paper the results of empirical research there are presented. Conclusions, which show that cohesive community at school affects children's learning achievements and behaviour positively, are provided. The empirical research shows, that family is one of the main actor of school community. Unfortunately family's participation in school activities is low. Parents participation and taking creator of schoolcommunity, has at least three,dimensions: encouragement of parents' participation, efforts to decreasesocial exclusion and special competence of a teacher. In most cases teacher's competence and activity can influence the parents participation in school life. In order to identify the attitude of teachers’ to their role as a creator of school community, the following methods were used: 1) scientific literature and critical document analysis, 2) qualitative research method-“semi-structured” interview. [From the publication]