The educational mainstreaming refers to a pedagogical proposal that humanizes the work of the teacher with special emphasis on the development of the ethical values of the people they educate.
This educational method seeks that educational institutions get closer to the problems and situations of people's daily life to obtain substantial changes in behaviors, with the ultimate goal of building a society with more constructive values.
Educational mainstreaming has several advantages for students, among which the most important are facilitating the elaboration of critical visions in the face of certain conflicts, the possibility of self-eradicating the difficulties that do not allow them to achieve just solutions and adopting a creative personality, among others..
Some areas that are proposed as transversal are moral and civic education, road safety education, sexual education and environmental education, among others. Due to their changing nature, they deserve that the curricula constantly adapt and manage to prepare citizens for the day to day.
This mode of education admits interesting dynamics that can be developed in the classroom in order to pedagogically link students who face different situations.
These dynamics include clarification of values, discussion of moral dilemmas, critical understanding, and role play, among others..
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The educational transversality allows promoting the link between the school and society; in addition, it promotes an optimization in the quality of life of individuals.
In addition, it involves not only attention to intellectual development but also focuses on emotional capacities, integration, social development, motor skills and other vital capacities for the student but that are not the main focus of conventional education..
This transversality is considered to have a humanistic dimension because it responds to social demands and relevant aspects of daily life.
Educational transversality is characterized by promoting the development of different areas of the human being with the use of reflection and attachment to supreme values of a nation, such as freedom and democracy..
It is also considered a renovating proposal of the educational vision, since it proposes interdisciplinarity as a sophisticated way of addressing many situations that would probably be poorly understood if viewed under the lens of a single discipline.
Among the main objectives of educational mainstreaming, the following stand out:
- Implement knowledge that facilitates the critical analysis of those aspects present in a community and that are usually viewed with reservations or fear.
- Develop knowledge and interest in reflection and analysis, especially in everyday contexts in which social values are put at risk.
- Promote citizen ethics so that it also generates interest in democratic values, respect for equals and the environment, and all those vital principles for harmony and coexistence.
- Promote critical thinking and reflective thinking.
- Motivate concern for the achievement of fair or more favorable alternatives according to the ethical conception of the individual.
- Deepening the humanist conception of the student.
The educational transversality allows approaching the analysis of everyday situations with a global vision using interdisciplinarity as an instrumental interpretation tool. Likewise, it helps the student body to manage the problems that will arise both in the intimate, family and social environment as well as in the professional.
This approach provides the possibility of identifying with certain cultural and social values that may be unknown to the student. Thanks to this it is possible to develop your critical vision and commit to this.
Transversality also facilitates the forging of autonomous beings that freely and rationally manage to observe a reality, and not only stay there passively contemplating but can intervene and transform any unjust reality.
Likewise, educational mainstreaming provides responses to the individualized needs of students even when they are special situations. In addition to enhancing skills, this guarantees a possibility of entering the labor market.
Some of the different dynamics that can be carried out in a classroom with a view to developing all the objectives set by educational mainstreaming are listed below:
This process begins with the selection of the values with which the students that make up a given group identify themselves individually..
Subsequently, a phase is passed in which they express the reasons for their selection of values. Finally, specific activities that they consider necessary to enhance these values in everyday life should be proposed..
Through this dynamic, the aim is to present students with a situation (real or fictitious) in which there is some kind of ethical conflict. The purpose of the activity is to allow them to reflect and / or take a position on this dilemma.
In this case, the objective is to address a specific reading and, with the teacher's accompaniment, to encourage participants to express their opinion on different passages of the reading that have previously been determined to have valuable elements for the critical formation of the student..
Basically, role-play consists of placing students in a role-playing position. This is framed with compliance with certain rules and regulations..
The purpose of this dynamic is the understanding of tolerance and compliance with specific conditions that allow them to assimilate how other cultures or societies function..
In the role play, it is also dramatized but there is no script to follow, but the student is assigned a position within the dynamics.
Generally, moral conflict is also sought, a situation that probably leads them to face various dilemmas internally..
It is about presenting students with different ways of solving a conflict without the teacher taking sides on any of these, so that the student can choose the option that is most favorable according to their criteria..
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