Empowerment and mobilization
To generate pedagogical changes in political education, which are based on alternative approaches to citizenship and seek to develop in people in the educational community and opportunity to give new meaning to the concept of power, that is, generate dynamic proposals affecting traditional established power, allowing people to feel part of the community be its protagonists and their transformations.
Coexistence and construction of harmonious relations
The exercise of citizenship and the construction of coexistence, arises from recognition of the 'other' in its many ways of being and living. The interaction involves the possibility of emergence of the conflict, but when relationships are based on the recognition of 'the other' and the appreciation of differences, these conflicts tend to become opportunities to build agreements and generate transformations. Thus, the school rather than a reflection of today's society, be an example of harmonious relations for present and future generations.
How do we understand the relationship between Citizenship and Coexistence?
Citizenship and coexistence for SED arising from the reading of power as a key element in their definitions and practices. This means that the exercise of power is present and determines both scenarios macro (government, administration of justice, among others), as meso (town, neighborhood and relations) and micro levels (friendship, family relationships, relationships between teachers and students, among others).
Assume citizenship and coexistence from the question of the possible scenarios and practical power to consolidate more horizontal and democratic relationships, which in turn conducive to dialogue where agreements on social life is generated, leading to the exercise of citizenship and construction of coexistence in communities.
Flower: Metaphor of Education for Citizenship and Coexistence
Education for Citizenship and Coexistence given by the SED is to connect the essential citizenship skills, citizenship learning sorted by subject area, a teaching model based on critical pedagogy and a pedagogical method that allows -Reflection Action Participation- commissioning underway in the educational community. In this sense it has been proposed flower as a metaphor of this process, it represents life, growth, adaptation and beauty; dynamics of citizenship and coexistence built collectively.
Each part of the flower has a meaning:
The stem: Symbolizes the SED method has chosen to make the Education for citizenship and coexistence: Reflection - Action - Participation (RAP) as a method that seeks to make learning communities imagine their possibilities for change, because the world can be transformed by the experience that together provoke.
To apply this model of critical pedagogy, the SED has defined principles to highlight important aspects that should characterize the educational process:
- Construction of horizontal relations
- Starting from the needs, interests and potential of the educational community
- Connect the reflection and action
- Recognizing that reality is complex and specific at the same time
- Transcending the school as a learning
The core: It consists of a set of capabilities based on the ideas of power-agency and freedom-rights as the essence of the idea of citizenship. The six essential citizenship skills are:
Identity; dignity and rights
- Duties and respect for the rights of others
- Meaning of life
- The body and nature
- Sensitivity and emotional management
These capabilities are interconnected and therefore interdependent.
The petals: Represent thematic areas as extention of the core, the design of the essential skills for citizenship and coexistence in precise areas of content and practice. Addition to collecting basic contents of citizen knowledge the thematic areas has the function as fields of practice.
The thematic areas are:
- Human Rights and Peace
- Diversity and gender
- Care and selfcare