Service-Learning as a tool for educational transformation: the case of the Chepuja Rebel Little School

Abstract

Service-Learning has emerged as a pedagogical methodology that enables the mobilization of knowledge and key competencies in teacher education, particularly within the social sphere. Its objective is to develop a service that addresses real and deeply felt needs within a community—not merely through data collection, but through reflective practices aimed at concrete transformation and intervention in social realities (Centro Latinoamericano de Aprendizaje y Servicio Solidario, 2013). Within this framework, the present paper presents a case study of a Service-Learning (SL) experience conducted at Escuelita Rebelde Chepuja, and shares the reflections of a group of pre-service English teachers who participated in this transformative educational process.