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The guidelines disseminated by the Mineduc to “value” Carabineros and honor the martyrs with a minute of silence

The murder of three police officers occurred early last Saturday in Cañete left few people indifferent. The event was a subject of obligatory conversation during the weekend and, among other things, caused President Gabriel Boric will decree a three-day national mourning.

The event also occurred on the day when the Carabineros were celebrated, a commemoration that in the school environment was scheduled for this Monday the 29th, which forced the Ministry of Education to react and give a twist to the day due to the notoriety of the crime. Thus, starting on Sunday, the ministry began to disseminate documents with guidelines for directors of educational establishments (coordinated with the corresponding Provincial Department of Education), which, as explained, were intended to “recognize and value” the role of the institution and provide a space for reflection “on the importance of building democratic coexistence (…) thus safeguarding full democracy and the rule of law in our country.” But they also soughthonor the martyrs who lost their lives in service”.

The documents (guidelines for the commemoration of Carabinero Day for the school sector and another for preschool education, and another with considerations for accompanying students in situations of social unrest) included indications to address the events, even suggesting activities to carry out in educational centers this Monday. And they were not exempt from controversy, since in some establishments, such as Liceo 1 in Santiago, there was rejection by students of these guidelines with a demonstration in the middle, which forced the action of the police force.

Anyway, the document that was aimed at school students began with a contextualization of Carabinero Day and the institution. “Unfortunately, this year’s commemoration has been marred by the murder of three Carabineros de Chile officials,” it read below. And he added: “This terrible event challenges us as a country, and the educational communities, by the way, to reflect on the importance of ensuring non-violence and forging lasting peace in the relationships we maintain dailyin all spaces, as well as working to build spaces for conversation and conflict resolution in a peaceful manner, where the right to life and physical integrity of each person prevails above all things, strengthening democratic spaces and good coexistence. ”.

“Tragic events such as those that occurred require a supporting role from adults, where educational centers play a fundamental role, generating training spaces that allow addressing these issues according to the age and stage of development of children and adolescents” , it was added, in addition to stating that after each activity it was recommended to apply a formative evaluation through questions and answers from the students, providing feedback and promoting reflection.

“How to address tragic social situations with children and adolescents?” That is the question that the document tried to answer below, which pointed out that students “are not on the margins or unaware” of the events that occur in their environment. For this reason, he added, “tragic situations such as those that occurred They cannot be ignored and require spaces for dialogue and containment. that allow them to be heard, express their emotions, worries and concerns.” Therefore, the text assured that it is part of the role of educational centers to provide information about what is happening, from a training perspective.

“The communication and activities that we carry out necessarily require adapting the language and details of the information to the age cycle, ignoring, as far as possible, details that may be shocking for the respective age,” it was added, explaining that, for example in educational communities of the area where the event occurred, the establishments have socio-emotional containment actions.

Likewise, within the recommendations it was suggested to use clear language; do not force people to speak or insist that they express what they are feeling; or answer the questions taking care of how, but always answering with the truth.

This gave way to the “action proposal”. Firstly, one was presented with the entire educational community, which they were invited to do at the beginning of the day. And then a series of reflection activities were proposed per educational cycle. In this sense, for the activity at the beginning of the day, which was estimated to last 20 minutes, it was suggested that students and professionals be summoned to a common space. “To begin, the educational community is greeted and the activity is given context (…) highlighting and valuing the role of institutions such as the police for coexistence in society (…) avoiding focusing on details of the event that could be of little relevance to boys and girls.”

In this context, it was added, “The educational community is invited to hold a minute of silence for the three martyred carabineros, murdered in the early hours of Saturday, April 27. Subsequently, the national anthem is sung and the flag is raised at half-mast, in accordance with the national mourning. Finally, educational communities are invited to have spaces for dialogue and reflection in their respective courses.”

Later there were orientations by levels: for first and second level of transition; from first to fourth grade; from fifth grade to second grade, and for third and fourth grade. They were all 45 minutes long and through stories, a Pixar short film (Lou) or conversations, agreed on the objectives that sought to promote dialogue and conflict resolution.

And just as there was one for schools and high schools, there was also a document with guidelines for preschool education, pointing out that educational communities “have the opportunity to approach this commemoration from a deep reflection on social coexistence, the promotion of a culture of well-being and non-violence.” Furthermore, he added, “It is an opportunity to encourage the interest of boys and girls in learning about the organizations in their communities, recognizing the daily link they have with Carabineros in their daily lives.”. In this sense, for each level – nursery school, middle level and transition level – there were different objectives.

The Mineduc, in turn, delivered another document, in charge of the Undersecretary of Early Childhood Education, with considerations to accompany boys and girls in situations of social upheaval.

This contextualized: “Often, boys and girls They may not ask questions about social events that cause commotion in society, but they are extraordinarily perceptive and can notice and sense when unusual situations well as when changes occur in their daily environment,” adding that the adults around them play a crucial role.

“Faced with situations in which society reflects on acts of violence, educational communities have a fundamental role in accompanying boys and girls based on their individual needs and respecting their processing times. To do this, they must be included in family and community processes according to their age, stage of development and interest, and it is essential to validate their emotions, listen to them and contain them,” it also read.

The document in question ended with some recommendations, such as “avoid and limit exposure to messages or images related to the event, through the media” or “welcome children’s questions and respond honestly, using a simple, close and concrete language, avoiding the use of metaphors or euphemisms”, because “children have the right to receive precise information about events.”

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