PROYECTO PEDAGÓGICO DE EDUCACIÓN PARA
LA SEXUALIDAD Y CONSTRUCCIÓN DE CIUDADANÍA
ÁREA DE INGLÉS
OBJETIVO:
Generar prácticas que propicien el desarrollo de competencias en los estudiantes con el propósito de incorporar en su cotidianidad el ejercicio de los derechos sexuales y reproductivos y que puedan tomar decisiones que les permitan vivir una sexualidad sana, plena y responsable, aportando valores a su proyecto de vida y al entorno social.
METAS:
Implementar en el Liceo de Santa Librada en un 80%, estrategias pedagógicas que contribuyan al desarrollo del proyecto transversal de Educación para la Sexualidad y construcción de ciudadanía, con el fin de promover acciones pedagógicas tendientes al autocuidado, el manejo de las emociones, los valores que conducen a una sana sexualidad, la toma de decisiones y la construcción del proyecto de vida.
Lograr que un 80% de los estudiantes adquieran conocimientos sobre el cuidado de sí mismo, para que vivencien el respeto mutuo, la comunicación asertiva y la aceptación de la diversidad.
Teacher - Jhon Sánchez - JT
ENGLISH FOR EVERYONE.
Our legacy started 3 years ago facing a huge hurdle to overcome: to practice what students have learnt through their English learning process in order to achieve a meaningful learning experience, bearing in mind social impact into their immediate communities.
For any student of the English Intensification Program at Liceo de Santa Librada School, “Helprofe” (as the project is known) means a way of honoring teachers´ labor, a path for social retribution as active educative members. Additionally, a way to help those who could not afford further English education. This heritage not only involves a community English approach, and an immersion towards language but a cultural practice. It is an opportunity to build up stronger life projects and a future internationalization for our students.
This dream is our most beloved outcome, because it is made up of smiles and little cries, more smiles than cries, added to fears, complicity, team work and hopes of the English intensification program students from 2017 to current days.
As English intensification program members at Liceo de Santa Librada in the morning shift, we were interested in action research that could merge the implications of the theory of change in education and students’ previous knowledge. Hence, we made our way to decrease the current social fracture of English teaching-learning as an isolated privilege for those who had access to the educative system, and moved towards a more understanding academic approach. Therefore, intercultural knowledge was available for everyone, allowing the convergence of the family, school, technology and national government.
Despite the fact that some students of the English Intensification program at our Liceo de Santa Librada fulfilled the CEFR (Common European Framework of Reference for Languages) requirements according to external test (Prueba saber 11º) at the end of their learning process and at some extent, it was noticed that their cultural background appeared to be more extended in comparison to a regular academic student. On the other hand, their intercultural competence was poorly used in terms of social interaction and community growth. This is what Bennett (1986) called “fluent fool” a person that could smoothly talk in a foreign language in academic contexts but will find awkward to use the target language in a culturally different setting.
Once we found out we needed to swap our reflexive learning role as mere English learners to a more proactive one (setting us as cultural agents into our communities), it was demanded to pay the community back the gained knowledge obtained during all those years of language and cultural learning. For that reason, in 2017, we started the written project and in 2018 we got truly engaged with class material design for 11th graders. The process continued and in 2019 we focused in audiovisual material for toddlers and elementary students. During 2020 we will teach 5th graders basic English lessons using the created material of 2019, reducing their cultural and language shock, once they get into their first year of secondary school as their English lessons have been constrained due to Covid-19.
We are excited as we unearthed a path of strengthening English from the grassroots, a journey to impact those little ones who will wonder what is beyond English use. We have found an excuse to make of English something bigger just than speaking it well. Helprofe might call upon to honor those teachers that have helped us become what we are. They have already set up the target language skeleton in elementary school, giving us a stout frame for those subsequent sculptors that put the language flesh in secondary school. Helprofe is making the structure functional in our social lives and works as a carver that covers the bones and the tissue with this new skin, a skin that will prepare us to be culturally and socially aware of our role in society.
If after reading this, you want to join us as a volunteer, feel free to drop us a comment in facebook: “Helprofe”, watch a video in youtube: “Helprofe” or send us an email: hablaconhelprofe@gmail.com
Let’s make cool things happen together!
