In light of the journey made by the universities, immense opportunities are opened today for the analysis, reflection, design and management of the socio-community link at the secondary level. This also implies the recognition of the emerging distances and approximations between both educational levels.
To this end, a review of the background of the socio-community relationship initiated more than 20 years ago is proposed, both in the design of public policies and in the current legal frameworks, whose reading allows us to anticipate the meaning of education at the national level and in the Province of Córdoba.
Next, some indicators that reflect progress, achievements, tensions and pending considerations in the implementation of socio-community practices from which we seek to give meaning to our educational task will be analyzed.
Finally, we point out an area in the field of teacher training that, although it is not capable of giving meaning to the entire education, it does manage to confer meaning to the search for transforming pedagogical activities. We also note the potential of teacher training as it enables the articulation of knowledge from different levels of the educational system and articulates a space for true encounter to accompany the vocations of socio-community teachers.
Without intending to fully resolve substantial considerations related to the work of socio-community teachers, we offer questions that help us think, approach and accompany us in this immense challenge of assuming social reality as a classroom space.