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The study was intended to generate a theoretical construct of Community teachers in non conventional special education, considering the vision of a teacher who transforms their pedagogical action criteria, interweaving the cognitive, emotional and critical emancipatory interest. A documentary methodology of theoretical development is subscribed: the comprehensive review of their referents allowed building a new knowledge from the epistemological, ontological, and pedagogical dimension. It is concluded, that this teacher promotes knowledge and practice through action-reflection-action rule because it emphasizes the use of meaningful experiences within the community with family responsibility, community and other significant adults of the special person and is called to strengthen and transform their making, in light of emotions, actions and knowledge beyond the boundaries of the school.

4. DIMENSIONES DEL DOCENTE COMUNITARIO EN EDUCACIÓN ESPECIAL NO CONVENCIONAL