We are almost halfway of the crowdfunding campaign for the project of the Residence for students and teachers, meanwhile, we have worked on the concept of school coexistence with the Community of Santa Elena …
Learning to live in a healthy and positive way is the basis for the construction of a fairer society and a culture of peace, based on the dignity of the person, on the respect and care of their rights and duties, based on the dialogue and mutual understanding, being these learnings for life.
The acquisition of these civic skills requires an educational process from childhood. Thus, children and adolescents will gradually learn to criticize, to discuss, to listen to others, to vote and participate in debates, to contain their impulses, change their minds, implement rules in their games and in other areas, to respect others like equal, to acquire individuality and autonomy.
The management of school coexistence contributes to the construction of secure links, the elimination of all forms of violence and discrimination, and the involvement in positive experiences based on responsibility, solidarity and justice.
School coexistence as a promotion of citizenship is a process in which the student becomes a subject of rights and responsibilities and develops a sense of belonging to a community. Citizens commit themselves, from an autonomous and critical reflection, to the construction of a fairer society, respect and appreciation of social and cultural diversity. They are also capable of establishing an intercultural dialogue from the recognition of differences and conflict as something inherent in human relationships.
The importance of this is based on: seeking to build a firer society; take us to a culture of peace; respect the dignity of the person, with rights and duties; allow mutual understanding; learn to resolve conflicts peacefully; promote the common good; contribute to the construction of secure links, to the elimination of all forms of violence and discrimination; provide learning for life.
Having as objectives: Generate favourable conditions for development; Consolidate the educational institution as a protective and safe environment; Encourage the active participation of the educational community, especially the students.
Through 3 basic functions:
Formative: Education in values and exercise of democratic citizenship; Development of socio-emotional skills; Learning and respect of the rules.
Protective: It guarantees a cosy environment, care and safety; Encourages healthy development and good treatment; Constant presence of adults and relationships of trust.
Regulatory: Learning to recognize and assume the consequences of our own actions; Development of autonomy with pedagogical accompaniment.
Part of the school coexistence are the classroom’s agreements, pedagogical instruments that facilitate the regulation of school coexistence, its preparation is carried out under the guidance of the tutor and in a consensual manner with students are used as a strategy for coexistence and participation, must have a formative, preventive and regulatory character.
Considering aspects such as:
The Pedagogical, which becomes a learning about the relationships of authority, solidarity, tolerance and autonomy, within its school context is questioned about the relationships that it is establishing, this allows it to advance in its formation as participative, critical citizen, that recognizes equal rights.
The didactic, which is reflected in the relationship that occurs in the social and cultural exchange that occurs between the knowledge, procedures and methods through which various possibilities are articulated that account for learning, knowledge and development of thought.
The politician, by means of classroom agreements, demonstrates what happens in the classroom and in the school context that functions as a small society, where structures of power and authority can be identified, the forms of organization inside and how develop strategies to make decisions.
Our proposal uses theoretical, practical, playful aspects and of sociocultural animation with the purpose of creating a process that integrates different supports that allow to consolidate the management of the school coexistence in an open, horizontal and participative way.
We believe that contributing and accompanying in the management of school coexistence is of the utmost importance since the students of public schools in rural and marginalized areas have a submissive and passive participation in their community, this being a great potential in the search for an egalitarian, equitable, productive and dynamic community.
In the case of the School Residence, coexistence management is even more sensitive since students of different ages, but all teenagers (a complicated stage full of energy) will share everyday life all day. And while we will have a solid, stimulating and safe architecture, now we must accompany the students in the formation of values and practices that foster respectful and safe spaces for all within the coexistence in the residence.