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In this article, we present an innovation project involving more than 200 teachers in Infant, Primary and Secondary Education at schools in the Republic of El Salvador, which caused strategies and instruments to be reflected upon, trained and designed, and integrated projects to be set in motion. This innovative initiative promoted a change in the role of teachers toward a function as mediator, and the role of students, transforming them into active researchers and protagonists of their learning process. Similarly, the innovative action boosted participants’ social commitment to bringing about a transformation in the relevant contexts. Aware that the key to changing the educational model are teaching staff in a mediator or learning facilitator role, a process was implemented in which teachers were given advisory and monitoring support in each of its phases. The process was based on analysis and self-reflection on the teacher’s working method, taking into account the specific requirements in each different context and students’ interests and motivations. The results showed satisfaction on behalf of the teachers, and a student body engaged in their own learning process and social contexts. The consequences of this work led to changes in the Salvadoran educational model. RESUMEN En este articulo, presentamos el proceso de innovacion realizado con mas de 200 profesores y profesoras de Infantil, Primaria y Secundaria en Centros Educativos de la Republica de El Salvador, que provoco la reflexion-formacion-diseno de estrategias e instrumentos y puesta en practica de proyectos integrados. La accion innovadora impulso el cambio del rol del profesor hacia un profesor mediador y el rol del alumnado, convirtiendole en investigador activo y protagonista de su aprendizaje. Asimismo, la accion innovadora potencio el compromiso social de los participantes para la transformacion de los contextos. Conscientes de que la clave para el cambio de modelo educativo es el profesor mediador o facilitador del aprendizaje, se realizo un proceso con la asesoria y el acompanamiento al profesorado en cada fase. Se partio siempre del analisis y autorreflexion del modo de trabajo del profesor, teniendo en cuenta las necesidades de los contextos y los intereses y motivaciones del alumnado. Se constato, finalmente, la satisfaccion del profesorado, la implicacion del alumnado en su propio aprendizaje y en sus contextos sociales. Las consecuencias de este trabajo provocaron cambios en los plantea-mientos del modelo educativo salvadoreno. Contacto principal: mercedes.blanchard@uam.es

Cambio de roles en la escuela e incidencia transformadora en el contexto a través de la metodología de proyectos integrados