Introduction
Traditional education and the traditional education institution, which is its corollary, have seen education as a process that occurs in the classroom and perhaps in other areas such as the courtyard or the library, but in the latter areas more as a disciplinary attitude than an educational topic. This perception has been transposed to the view and image of the different stakeholders of the educational institution and the way in which a definition of tasks, roles and social statuses has taken shape, so that relations inside the school are compartmentalised and not exempt of class discrimination. This fixing of roles and statuses has even had an influence on the organisations that structure the different workers of the school, and as a result, there is a general trend of having organisations of teachers, auxiliary staff and other workers of education separately, or when there is a single organisation of workers, the presence of those
usually referred to as non-teaching staff is not very clear, or is directly diluted. The purpose of this work is to consider a different perception of the educational task and the role of workers who participate in the school and in the education system as a whole. Our starting premise is that the educational task goes far beyond the classroom and in that precept, we perceive the school as a total and integral educational area, and all those who work in it are educators, which does not means that they are all teachers. Furthermore, the families and the environment have a responsibility in the education process, since they are part of the educational community. Our starting point is public education, because it is the single form of ownership, organisation and perception where good education or “quality� education can be guarEducation international for latin america Education support personnel: an integral part of the educational process
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