IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

In a world where we learn together, share ideas and knowledge grows, the school must become an active place to investigate, think and change society. In this context, the project was born with the intention of understanding if scientific leadership can help strengthen networks and research groups in high schools in Riohacha, La Guajira; a region with great cultural wealth, but with structural problems in education. The proposal is based on diagnosing that scientific leadership can be taught and strengthened from an early age. Thus, teachers and students develop a research, critical and connected mentality with global reality. At this point, we return to ideas that see leadership as the ability to unite knowledge networks, understanding internationalization as an opportunity to open the classroom to the world, valuing research ecosystems as spaces where knowledge, people and experiences meet to create valuable knowledge. Methodologically, the study uses a quantitative approach with a correlational design, to see how pedagogical practices focused on scientific leadership relate to research dynamics within the classroom. Likert-type surveys are used aimed at teachers and students, ensuring valid and reliable results. It is expected to prove that, when the teacher acts as a scientific leader, the school culture changes. Students get involved, question their reality and build knowledge from their context, strengthening the relationship between school and global environment. As a contribution, the study proposes a replicable educational model that conceives the school as a space for the collective construction of knowledge.