Education in urban-marginal areas: Challenges for the Dominican Republic

Abstract

Introduction: Urban slums exist worldwide, regardless of the country. However, their nature, scale, and causes differ between developed and developing countries, posing a challenge for Latin America.

Objective: Analyze the urban-marginal areas and their educational institutions in Latin America with emphasis on the Dominican Republic, as well as the perspective of transformation.

Methods: The design used is qualitative, of a descriptive-analytical type, with a documentary approach. A review, systematization, and critical analysis of academic literature and specialized institutional reports were carried out.

Result: Definitions of urban-marginal zones are presented, along with the most significant social and educational problems they face. The document focuses particularly on educational challenges in these areas and the obstacles they present for the Dominican Republic.

Conclusion: Transforming urban-marginal areas requires specific government policies and the involvement of various organizations and institutions to enable collaborative and interactive work. Similarly, teacher training needs to be contextualized so that educators in these areas are committed to and proficient in educational intervention strategies.