BEYOND THE CLASSROOM: THE CO-CONSTRUCTION OF LEARNING BETWEEN FAMILY AND SCHOOL IN COLOMBIAN PRIMARY EDUCATION

Abstract

This article examines the co-construction of learning as a fundamental pillar for primary education in Colombia, moving beyond the traditional school-centric model. Based on a documentary and bibliographic review, the study addresses the problem of the disconnection between home and school, proposing an approach that optimizes collaboration between both environments. It is theoretically grounded in Bronfenbrenner's Ecological Systems Theory and Vygotsky's Social Constructivism, arguing that learning is a mediated and holistic process that benefits from the synergy between family and school. The findings demonstrate that a genuine alliance between both actors correlates with significant improvements in student academic performance and socio-emotional development. Furthermore, communication and trust are strengthened, and parental and teaching skills are enriched. However, persistent challenges are identified, such as a lack of time, limited resources, and socio-economic and cultural barriers. The analysis of the Colombian legal framework, including recent decrees, shows a conceptual shift from "participation" towards a more structured "alliance," highlighting the need for meaningful implementation that overcomes existing gaps. In conclusion, the article reaffirms that the co-construction of learning is an educational philosophy with the potential to transform primary education in the country, provided it is approached with a diversity-sensitive focus and obstacles are overcome through continuous training and committed school leadership.