HOLISTIC EDUCATION IN SOCIOECONOMICALLY VULNERABLE COMMUNITIES

Abstract

Holistic education in socioeconomically vulnerable contexts is an essential pedagogical element that requires integrating academic instruction with human, ethical, and community development. The fundamental purpose of this article is to analyze how pedagogical practices aimed at holistic education are established in communities characterized by socioeconomic hardship, identifying the tensions, forms of knowledge, and possibilities that emerge within the socio-educational landscape. Methodologically, the research is based on a descriptive-analytical document review involving the consultation and systematization of specialized scientific texts from indexed databases. The findings reveal that educational action in these environments extends beyond conventional curricular boundaries, prioritizing the reconstruction of the social fabric, socio-emotional support, and the reaffirmation of collective identity in the face of environmental adversities. Furthermore, the study highlights the need to strengthen reciprocity between the school and the local territory to consolidate meaningful and relevant learning. In conclusion, holistic education in vulnerable sectors does not allow for decontextualized approaches; it demands open, dialogic, and emancipatory educational models that place human dignity, social justice, and the common good at the core of all transformative pedagogical praxis carried out within the educational territory.