Forbidden Education and the current educational model
To begin, it is important to clarify that this film has the participation of many professionals who propose a series of aspects that they consider wrong or that they are not paying the attention they deserve, I also consider that the main objective of this film or documentary isPutting the dark side of education, that part that many know but have decided to ignore completely;In addition, the great need is noted that some sectors of society are practically shouting, this is to elaborate new educational model, one that focuses on the full and active development of a boy and girl;And thus be able to overcome the lousy traditional education model, a model that is static and that the only thing that matters is the curricular development and not the development of the child. All this through a reflexive process where the true foundations of what we know today as education in all its manifestations are placed.
To continue I want to put in context a series of situations that I consider are also being given in our country and in our educational model especially;This for many reasons and one is that almost in the entire region there is that closed model that far from promoting the appropriate conditions is only depriving our children of adequate schooling.
The first is that within the classroom there should be no hierarchies. But what do I mean when I say this? Well, I refer that within the institution or classroom to be more specific there should be no ranges which determine who is superior to make decisions or give orders;Parents, managers and teachers are not superior beings or have the power to give orders, these are colleagues, facilitators, guides who have the obligation to promote freedom, independence, plurality. These have the work of being there to offer children and instruments whether material, moral, and ethical that need at the right time they need it in order to open the door and not cause it inappropriately and not convenient.
The second is the decline of the qualification system. This is something that is clearly seen in the educational models of the entire region, where it is applied to put it in a scheme where students are classified through a number, a number that on many occasions or most cases is not consistent with theStudent qualities, since they are being measured in a quantitative way and as pedagogy is known, it is a social science and therefore does not contemplate the idea of being evaluated quantitatively, since the evaluation based on representations with numbers does not examine allthe variables that act at the time of evaluation. As we know, teaching and learning are processes and therefore, and therefore the evaluation must be qualitatively. For example, we have the learning and aptitudes for graduates of secondary education that is carried out in our country, which far from evaluating what really matters as their skills, values as a person, what this character wants and wants;This focuses on evaluating and labeling the student as Robots was treated, something that in the long run harms the student since he gets the idea that obtaining a 10 is what defines a good student, something that is absurd. But of course, the teacher who teaches by vocation knows his students, so he gives him the guideline of being able to know which of his students have acquired skills or knowledge in the teaching -learning process.
The third is that the school must be in constant interaction with the community, something that is almost not practiced in our country. Since the child takes to school the reflection of what at home observes, what he listens, so that previous knowledge that he has beenYou must know and be up close with the community, in order to determine factors that benefit you and others which you must work to cope with them. Therefore, it can be affirmed that the institution’s actions must be a community link point where different methods are molded and promoted to face all the commitments and problems of said community.
The fourth is the breach of the true objective of the school. As we know is to train children, influence the integral development of the child, not only transmit social values and customs as if it were a device. And this is a reality in our country since many teachers insist on indoctrinating the student to put it so which would be an disrespect for this. Since it is school responsibility to produce an environment for children to build or develop their own values and customs. Another aspect that I consider important to mention is the fact that education as such is not a temporary process, this a process that begins from the moment the individual is born until it dies, and in that process this must develop capacities and skills, with the guidance of good teachers who allow them guidelines for them to build the course of their lives with their own experiences.
The fifth and final situation is that many actors think that the teacher knows everything. Assumption that is incorrect since it is true is the obligation of the teacher to be a guide for his students so as the child learns from the teacher, the teacher also has a role in which he acquires something new of his students, knowledge that can be ofA lot of help for this position that he can identify what kind of group he has and by knowing what methodology to use for the facilitation of the teaching -learning process
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