The social function of the teacher in the school educational process from a humanistic approach

Abstract

Social problems and their influence on the educational phenomenon are a multidimensional issue in Educational Sciences. From these epistemological considerations, the article aimed to highlight the theoretical conceptions of the social function of the teacher in the educational process from a humanistic perspective. In order to achieve the previous mentioned goal, theoretical methods were applied, in order to assume a scientific position and to reach significant generalizations from the unit of the deductive and inductive in the subject under study. Therefore, it is possible to consider that it acquires a particular connotation by contributing to face the social problems of education. It also contributes to contextualize the educational process from an active student perspective, by promoting training towards preparation for life in society. The humanistic sense and the emphasis of the social character of the educational process are argued, as well as, the social function of teacher as an educational agent to configure a process of socialization in correspondence with the end of education. This allows an articulated work between the school, family and community from a comprehensive societal-educational action.