Social Education for Children
Introduction
It is dialogal because education is understood as a process in which actors linked to the training process meet essential, but differentiated roles, their practices, experiences and daily questions are recognized and new knowledge references also focused on thedeveloping.
He is constructivist as he gives each actor in the process of training the necessary tools that allow him to build their own procedures to advance in the solution of their different needs, maturing their ideas and continuing learning.
It is alternative because it has as its protagonist the person in an exercise of accompaniment and guide towards a learning process based on exploration, the question, the astonishment, from their own experience with what is intended to learn. It is a process that goes from the closest to the furthest. Learning is addressed from the development of human beings in community respecting their life, their culture and their environment.
Developing
Future Corporation for Children
It is a social organization of community education, which develops its activities from the Saunders school and in which the dialogal, constructivist and alternative model to promote the necessary social transformations for the autonomous overcoming of its main needs are combined.
The educational approach of the Saunders School is based on the development of community capacities, in order to overcome its main needs in a participatory, agreed and autonomous way, using the promotion and foundation of social entrepreneurship.
The educational work methodology, that is, the set of techniques and procedures that are applied at the Saunders School takes constituent elements of the constructivist methodology, problem -based method and the recreational method based on the playful. Different techniques for assimilation and understanding of knowledge such as academic days and/or exposure are used
It is the explanatory exercise that develops the ideas around the topics that must be based. The information that is transmitted in the different exhibitions, is investigated, organized and updated to be able to present, group works and/or the workshop. Understood this as a collective work moment to make practical learning according to the objectives that are intended to be achieved and guided by some guiding questions.
In the same way as the workshops, the playful is used for very similar purposes, although in this case it is used to deepen a specific topic, such as communication, overcoming conflicts and life project;Also to guarantee the permanent care of students.
Pedagogical routes
These are the observations that are made in different geographical routes of the most immediate environments to the place of study, with the purpose that some skills for the identification and understanding of the territory, their characteristics and the main attributes can be achieved.
The educational competences promoted by Saunders School:
1. Organize and encourage the different moments of learning
two. Be protagonists of staggered and progressive knowledge
3. Prepare and evolve differentiation and comparison devices
4. Involve students in their learning and work
5. Teamwork
6. Participate in overcoming conflicts
7. Inform and involve parents
8. Develop the skills of being, knowledge, doing and living with others
9. Face commitments and responsibilities and demand rights
10. Strengthen your entrepreneurial capacity
conclusion
The participatory evaluation of academic days and collective works. Evaluation as a reflection exercise of practice, from a vision of systematization. In a logic of assessing the coherence and relevance of the process with intentionality. An improvement vision from all actors related to educational experience.
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