This article is framed within our work as teachers of Sociocommunity Projects at the National School of Monserrat, with the aim of observing the lack of extensive critical discursive development regarding its implementation at the secondary or high school level. The considerations presented arise from reflecting on the theoretical-methodological positions we have adopted and the experience gained within this curricular space.
We introduce the concept of Sociocommunity Projects, to which we adhere, emphasizing critical extension as the theoretical-methodological framework. Additionally, we stress the importance of an interdisciplinary approach, involving a dialogue of knowledge as fundamental elements for working with students and communities, with the goal of exercising citizenship based on rights and guided by territorial praxis and situated learning.