La escuela: un espacio para vivir, respetar y valorar la diferencia

Abstract

This work emphasizes the importance of Citizen Competencies as a means that strengthens the appropriation of skills and knowledge of a citizen within a social rule of law, emphasizing in turn on some leading protagonists within that process: teachers. Through a methodological proposal that involves Action Research in Education, the way in which Identity, Plurality and Valuation of differences are configured as Civic Competencies within the teaching exercise in grade 8 in the context of virtual education of the Agustiniano Norte School is analyzed. In this way, this project is developed through a cycle that involves three major phases: deconstruction, reconstruction and finally evaluation of the teaching practice, in which professors from the Agustiniano Norte School, responsible for 8th Grade, belonging to various areas of the knowledge and those who fulfill the role of researchers, are identifying key elements in front of their perceptions of the different forms of discrimination and social exclusion immersed in their daily practice, evidencing actions or omissions that are often normalized and little questioned within the classroom, based on a historical moment determined by virtual education and the need to adapt to it, as well as reflecting on their role as trainers of Civic Competencies, especially those related to Identity, Plurality and Valuation of differences, within their school and professional environment. This strategy allowed teachers to be more aware of the way in which each one of the elements they use in the classroom often determines the way in which discrimination and exclusion scenarios typical of undemocratic contexts are developed and legitimized. Nevertheless, at the same time, it gave way to reflections based on their own pedagogical practice, which serve as a starting point to improve the way in which they assume their role as educators of citizens.