The learning communities project in school transformation with the contributions of social education

The 'Learning Community' (LC) is considered a project/strategy for the sociocultural transformation of the school and the surrounding community environment, with its organizational model aiming to prevent school and coexistence problems, provide answers and promote measures to improve student performance and performance, develop learning with the involvement of interactive groups (families, associations, social entities, volunteers and socio-educational partners of the school, etc.), articulated with the municipal education policy. LC implementation is only possible with the contribution of social education and based on dialogical learning based on the learning theories of Vygotsky, Bruner, Appel, Habermas, P. Freire and critical pedagogy. LC favours ‘successful’ activities and participation of interactive groups and, simultaneously, the inclusion and sustainable development of the local community. We start from a hermeneutic analysis of literature/bibliography from basic to thematic, with conceptual clarification and having the following objectives: Understanding LC as a school transformation project and local/community development, integral and integrative that implies the dialogical participation of participants; Identify its methodological aspects in the LC model; Know LC in its integral and systemic vision of education and learning in satisfying educational needs, sharing knowledge and experiences for a new culture in tune with the formation of citizens; Determine the role of social education in socio-educational intervention within LCs; Reflect LC's contributions to the integration of school and non-school education to improve learning practices and overcome school failure and dropout. Despite the good results obtained by LC, there are some criticisms made of it, but the benefit of communication dialogue as a pillar of its model, the interaction and participation of the various participants, greater attention to the 'Teacher Student' and 'Teacher-Student' relationships must be recognized. School-Family-Community', improving coexistence and contributions to reducing conflicts and school failure.