Compensatory policies for higher education equity in Argentina,

Bolivia and Venezuela

Ren Pedroza Flores

!uadalupe Villalo"os #onroy

$
%ntroduction
&al'ing a"out compensatory policies is not easy, as it implies
references to terms such as equity, (ustice and equality) the
difficulty lays in the fact that *atin America is inserted
+similarly to the countries of the region, into a comple-
economic dynamics, .ith an important technological dependence and
trying to reach higher development levels from different
strategies .hich "enefit the large ma(orities/ Among said
strategies one finds compensatory policies, .hose o"(ective is to
compensate inequities so as all the population has the same
possi"ilities to access health, education and housing services,
among other/

&hey are affirmative actions instrumented in favor of those
ho. have less to close the gap of inequities, in this case .e
only refer to the affirmative actions implemented in order to
overcome the inequities in access, permanence and completion of
higher education studies/ By means of this contri"ution .e aim to
identify and evaluate the pu"lic polices of affirmative or
compensatory action .hich are applied in Argentina, Bolivia, and
Venezuela, .ith the end to perform a comparative analysis of
them, locating the similarities and dissimilarities "et.een these
three countries/
1
renebuf@yahoo.com.mx
2
luvimo127@hotmail.com
%/ 0hat are compensatory policies1
&here are different approaches to ta'e on the study of
compensatory policies, some center the attention on the issues
relative to educational inequality, some other on the conditions2
inequity/ &here are those .ho consider education as a mechanism
of social mo"ility .hich legitimates social inequality +Bourdieu
and Passeron,, some other, rather as a mechanism of integration
and as a pedagogical political pro(ect to develop social and
cultural capital +Reimers, Rivero, Bolivar,/
&he approach of compensatory policies in *atin America acquires
relevancy after the *ost 3ecade +4562s,, since poverty "ecomes
acute and e-clusion to indigenous peoples, vulnera"le population
groups and those at ris' situations evident/
Before this situation appeared the need of thin'ing of
attention to inequalities, ho.ever under the principles of social
(ustice and not only from a distri"utive conception of .elfare,
this is to say, the needs had to "e assisted in a differenced
manner, in accordance .ith each social group2s conditions/

%n agreement .ith the aforementioned, inequity in higher
education has not "een solved "y means of the increment in
students rolls, nor "y opening ne. courses, neither .ith
admission e-ams, it is necessary to solve the pro"lem of social
in(ustice from affirmative actions/
According to Reimers +444, $666,, in order to achieve
opportunities2 equality it is required7
Consolidate compensatory pu"lic policies applied to achieve
opportunities2 equality/
Promote intergenerational educational mo"ility and
facilitate the access of students .ith scarce resources to
university/
8vercome social segregation e-perienced at schools/
Apply policies of affirmative action and positive
discrimination "ased on the institutional development
reached "y schools/
%ntegrate the political dimension in equity policies/
All of the a"ove is not enough if one considers .hat Rivero
points out .hen states that educational inequity suffered "y poor
people and people in e-treme poverty is fundamentally assisted
from the formality level, as a coverage pro"lem, yet "eyond this
aspect, educational equity appears .hen acquiring an education
.ith quality to achieve socially significant 'no.ledge/
Rivero .isely states that 9it is not the same to attend
.ell:equipped schools and .ith .ell:paid professional teachers as
to attend a single:teacher and multi:grade school .ith no
infrastructure and .ith no:professional teachers .ith sym"olic
.ages;/
%n other .ords, differenced education has to "e offered, it
is, granting more resources to centers and educational programs
.hich assist the poorest children, youths and adults, to
guarantee that the environment they develop in provides them .ith
more learning opportunities/
*in'ed to the previously stated, one must consider .hat
Antonio Bolivar e-presses in respect to social inequalities faced
"y the different social groups/ <e locates them in different
spheres7
=ocial inequalities in the conte-t of education7 individual
consequences in education, economic and social inequalities,
cultural resources and aspirations and feelings/
%nequalities in the educational process7 quality and
quantity of the received education/
%nequalities in internal results7 cognitive competences,
professional development and school careers/
%nequalities in e-ternal results7 social mo"ility,
collective "enefits and effects of the inequalities/
Facing these inequalities the author proposes7
>quality of opportunities7 access equality and equal rules
for everyone/
&eaching equality7 similar educational quality, .ith
additional support/
?no.ledge equality and school success7 possi"ility to reach
"asic competences/
>quality of results7 difference of results .ithout an only
e-cellence standard/
&a'ing into account the aforementioned, .e can state that
compensatory polices are those .hich promote the principle of
equity and the principle of educational opportunities, from the
attention to the concrete needs of the groups in social
disadvantage) as an alternative to lessen the adversities to
reach educational equity "efore cultural diversity) understanding
education as a human right supported "y the principle of social
(ustice, so as to achieve the construction of a citizenship a"le
to face glo"alization2s challenges/
Compensatory policies have as an end to reduce educational
inequality, secure the quality of education and o"tain
significant learning that contri"utes to "enefit the social
integration of those graduated/
%n this sense, compensatory policies have the function of
contri"uting to overcome economic, social and cultural
inequalities associated .ith education) nevertheless, on their
o.n, they do not solve the pro"lem of educational inequity, they
need to "e supported upon policies from other sectors .ith common
or similar o"(ectives/
%%/ Analysis of the instrumented compensatory policies
Compensatory policies are contained in the Political
Constitutions of the different countries, in la.s and specific
regulations and in the governments2 plans of development, i/e/,
they have a legal frame.or' and certain infrastructure for their
implementation and they are supposed to have a "udget or
financing to guarantee their adequate operation, ho.ever, this is
not al.ays so/
%n the previous section .e commented that compensatory
policies are destined for social groups .hich live in
disadvantage, in the "i"liographic revision .e found four
vulnera"le groups .hich the compensatory policies for higher
education equity are destined for, said groups are7 the
indigenous peoples, the disa"led, people .ith African origins and
.omen, .hich "esides are located in the lo.:income quintiles,
this puts them into serious disadvantage/ @ust as an instance, it
is not the same "eing a .oman, "ut an indigenous one and a"iding
in zones .here there is not a university/
a, Compensatory policies destined for indigenous students
%n relation to indigenous peoples, in Argentina in 44A it .as
constitutionally esta"lished as an o"ligation of the congress to
recognize the ethnic and cultural pree-istence of the Argentinean
indigenous peoples) in Bolivia something similar occurred the
same year, this country declared itself as a multiethnic and
pluri:cultural nation, it stated the constitutional recognition
of indigenous, Afro:*atin and Afro:Cari""ean populations/ %n
Venezuela, indigenous peoples are also recognized at the level of
the Political Constitution and in the 8rganic *a. of >ducation in
456/ &he article 66 of the Venezuelan #agna Charta recognizes
popular cultures, those of the indigenous peoples and Afro:
descendants/
%n this sense, different affirmative actions have "een
proposed to compensate indigenous students) in Argentina the most
distinguisha"le compensatory policies destined for indigenous
students are t.o7
Program of development of indigenous peoples, its o"(ective
is to improve the quality of life of indigenous populations/
%t offers protection as .ell as handling of natural
resources, sustaina"le development, poverty reduction and
strengthening of indigenous organizations and communities/
&his program .as granted .ith a B:million:dollar funding
from the 0orld Ban'/
Program of %ntegral 3evelopment RamCn *ista, assists t.o
aspects7 leveling of opportunities for the 0ichD population
and the promotion of its identity and collective rights/
&his program comes from an agreement "et.een the government
of Argentina and the >uropean Enion, it comprehends several
aspects such as7 self:construction of housing, hydraulic
infrastructure, health, agro:forestal, productive
development and education/
%n the educational sphere it .as stated to contri"ute to
construction and development of schools .hich value cultural and
linguistic diversity, as .ell as the construction of pedagogic
and didactic material destined for the standardization of the
0ichD language and the development of =panish as a second
language/
%n the year $666, the #inistry of >ducation proposed the
su"program of scholarships for indigenous students, .hich comes
from the Fational Program of Eniversity =cholarships +Programa
Facional de Becas Eniversitarias,/ =aid scholarships are destined
for students from an indigenous community, or from families
recognized as such, given the fact they come from populations
.hich a"ode in the national territory during the time of the
conquest/
%t is important to distinguish that despite Bolivia has an
important percentage of indigenous population +G6 percent of the
university population declares having indigenous origins,, there
are not specific policies for this population group yet,
nonetheless, some pu"lic universities provide some 'ind of
support to scarce:resource students from the countryside or
marginalized zones/ &he help consist in cost:free access to the
university mess hall, medical insurance and e-emption of school
fees/ &hese resources generally come from the departments or
prefectures/
&he pu"lic university #ayor de =an =imCn esta"lished an
agreement .ith the rural communities and social organizations in
order to directly admit G666 students) ho.ever the indigenous
condition is not listed as a requisite/ &he students are selected
"y means of the organizations2 internal mechanisms/
%n Bolivia there are four indigenous universities, their
denomination is "ased upon the origin of their demands, their
geographical location, the agenda they respond to, the university
organizational model of reference, sort of government,
professional offer and financing/
=ince there are not clear criteria as for indigenous access
to higher education, universities are receiving large part of
ur"an <ispanicized indigenous people) although there is also the
indigenous population .hose mother language is not =panish, "ut
some of the called original languages +RodrDguez, $66H,/ &his
propitiates that some of the students .ho enter university have
heavy lac's as for their learning capacities and an inadequate
command of spo'en and .ritten =panish language/
Venezuela has also advanced in the instrumentation of
compensatory policies .hich "enefit the indigenous people,
according to Prez de Borgo +$66A, these are classified in four
groups, namely7 scholarships to facilitate the access of
indigenous population or those .hich "enefit it in the frame.or'
of priorities that include other sectors) actions and pro(ects
.hich facilitate the access of indigenous population to
conventional programs +designed from the non:indigenous
perspective and unadapted to this population2s educational
needs,) programs directed to satisfy the educational needs of the
indigenous peoples, designed from non:indigenous perspectives)
programs and institutions designed from the indigenous
perspective/
", Compensatory policies destined for challenged students
%n respect to people suffering from a disa"ility, in Argentina in
45, the *a. of %ntegral Protection to 3isa"led People +*ey de
ProtecciCn %ntegral de Personas con 3iscapacidad, and in 45I the
Fational Adviser Commission for the %ntegration of 3isa"led
People +ComisiCn Facional Asesora para la %ntegraciCn de Personas
3iscapacitadas, started to .or'/
%n the sphere of higher education, it .as proposed a
su"program of scholarships destined for this sort of students,
.ho have some 'ind of challenge originated "y permanent or
prolonged physical functional alterations, .hich implies an
important disadvantage in relation to the rest of the students/
Another distinguisha"le policy in this sense is the creation
of the %nter:Eniversity Fet.or' 93isa"ility and <uman Rights;
+Red %nteruniversitaria 93iscapacidad y 3erechos <umanos;,,
integrated "y universities, t.o of .hich are already applying
active policies of inclusion and some others are developing
research pro(ects on this topic/
Bolivia has also instrumented compensatory policies for
challenged people/ %t also has a ne. la. to protect these people
through several regulated decrees that favor their inclusion and
assistance, among them distinguisha"le is the Regulated 3ecree
Fo/ $A56I from 44I, .hich in its article 5, entry @ esta"lishes
the equality in the access to higher education/
Both Bolivia and Venezuela participated in the First
Regional =eminar on Challenged People %nclusion in <igher
>ducation in *atin America and the Cari""ean in $66B .here the
creation of a *atin American and Cari""ean Fet.or' of <igher
>ducation for %nclusion and 3iversity .as agreed) as .ell as
promoting a Con(unct Plan of Action that comprehends the
follo.ing actions7
a, >la"orate proposals for the strengthening of the legal
frame.or' for the inclusion of challenged people in *atin
America and the Cari""ean/
", Construct a guide to evaluate the conditions of inclusion
and accessi"ility for challenged people in higher education/
c, 3evelop a regional program of professors2 formation in the
diversity, disa"ility and human rights areas/
d, !ather and systematize the statistical registrations on
challenged people in higher education in the region/
Venezuelan government, in addition to commit to apply these
actions, has a Council for the %ntegration of Challenged People
and a la. for challenged people/
Resolution $AI indicates that the #inistry of <igher
>ducation .ill propitiate the suita"le actions for admission and
access, prosecution, adequate performance and graduation of
challenged students, in terms of equality conditions and
opportunities2 equita"ility/ %t also includes curricular
modifications in all of the formation programs, considering the
incorporation of transversal a-es on diversity, disa"ility and
accessi"ility/
&he very ministry, through the 3irection of =tudent
Performance and the 3irection of %ntegral Assistance to the
=tudent, currently develops7
A research on the integration of challenged students into
higher education altogether performed .ith %>=A*CJEF>=C8/
Fational =essions of divulgation and sensitization on the
challenged people2s rights in <igher >ducation %nstitutions/
&he acquisition of "uses suita"le for challenged people/
A program of scholarships .hich "enefits challenged
students/
A technological support and educational, social and
productive pro(ect of integration for students .ith visual
challenges to the %nstitutions of <igher >ducation/
%nternational =ession of divulgation and sensitization on
the rights of challenged people/
&raining courses for the #>= +#inistry of <igher >ducation,
personnel in areas such as signal language, Braille
language, orientation and mo"ility, etc/
&he inspection of the #>= physical plant so as to "oost the
elimination of architectural "arriers and develop programs
of universal accessi"ility/
As it can "e seen these compensatory policies search for the
compensation of the inequalities originated "y some sort of
challenge, promoting specific attention to influence on the
leveling of opportunities to access, remain and conclude higher
studies/
c, Compensatory policies destined for afro:descending students
As for the Afro:descending students, out of the studied
countries, Venezuela is the only one that reports this sort of
population/ &here are not noticea"le changes as concrete as in
indigenous population yet, nevertheless, there are several
organizations .hich approach this topic/ &he struggle they have
started in defense of this group2s rights, aims, in addition to
the transformation of the constitutional preface, for the
inclusion of an article .here Venezuela recognizes and values the
moral, social and political contri"utions of the Afro:descending
people, as .ell as the instrumentation of a la. against racism
and discrimination/
%n this sense, the role of universities is important, the
Fational >-perimental Eniversity de los *lanos 9>zequiel Kamora;
+Eniversidad Facional >-perimental de los *lanos 9>zequiel
KamoraL, EF>**>K, and the *atin American Agro:ecological
%nstitute 9Paulo Freire; +%nstituto AgroecolCgico *atinoamericano
+%A*A, 9Paulo FreireL, organized the %nternational =eminar
9Cultural action for freedom; +=eminario %nternacional 9AcciCn
cultural para la li"ertad;,/
&he Bolivarian Eniversity of Venezuela +Eniversidad Bolivariana
de Venezuela, and the #inistry of Foreign Affairs, through the
Vice:ministry for Africa, (oined efforts to create the Africa
Free *ecture, so as to deepen into the 'no.ledge of the ethical,
technological and political contri"utions of the national history
and as a stage .here African influence on America .ill "e
analyzed and studied/
3espite this, there are not compensatory policies that
influence in the achievement of opportunities2 equality for Afro:
descending students in relation to the rest of the student
population/
d, Compensatory policies destined for .omen
Currently in Argentina slightly more than B6 percent of the
population are .omen, BH percent of them lived in poor households
in $66$, and $I percent lived in indigent households/ G5 percent
.as head of family and HI percent of those in charge of minors
.ere in poverty situation/
&he spaces .herefrom .omen have "een organizing in order to
fight for the defense of their rights or to achieve equality of
opportunities in the educational, political, la"oring and social
spheres are different) among them the =u":secretariat of 0omen
and the 0omen, <ealth and 3evelopment Program are
distinguisha"le, they depend from the #inistry of <ealth and
=ocial Action/ 3ifferent la.s have also "een issued, .hich aim
for the equality of opportunities in relation to men, so as to
a"olish all of the discrimination and e-clusion forms against
.omen/
&he most outstanding affirmative actions are the la.s of
syndical quota and that of political quota/ &he former
esta"lishes that each collective negotiation unit of la"oring
conditions must contemplate the proportional participation of
delegate .omen, in function of the num"er of .or'ers in each
"ranch or activity/
%n the educational sphere, up to the mid 4462s, the
#inistry of >ducation had a Fational 3irection of 0omen/ %n $66G
a representative for this ministry .as appointed "efore the
Commission for the !ender Policies in the =outhern Common #ar'et
+#>RC8=ER,, .hose o"(ective is the fulfillment of the
international treaties from the "loc country mem"ers/
%n Bolivia, attention is also paid to this demographic
group, the proposal of constitutional reform contemplates to
promote the conditions for the achievement of real and effective
equality, from the application of affirmative actions .hich
secure the social integration of people and groups .ith special
needs, among them .omen, children and adolescents, aged people,
indigenous and challenged people, etc/
A distinguisha"le instance "ecause of the defense and
promotion of the .omen2s rights is the #ovement of 0omen Present
in <istory +#ovimiento de #u(eres Presentes en la <istoria,, they
have ela"orated a proposal of inclusion and equality .hich
contains si- transversal a-es7 principle of equity and positive
action, principle of democratization and recognition of the value
of domestic la"or, principle of homologation of rights and
principle of non:se-ist language
&he Center of %nformation and 3evelopment of 0omen +Centro
de %nformaciCn y 3esarrollo de la #u(er, is another instance
devoted to procure .omen2s .elfare, it has several lines7
*ine of Action of political sensitization, pressure and
incidence
*ine of Action of research and documenting
*ine of Action of training and formation
*ine of Action of communication and diffusion
=pecialized services
From these lines the follo.ing topics come out7 .omen,
gender perspective, se-ual health, rights, information and
training/
%n Venezuela the attention and protection to .omen is
considered in the Political Constitution, in the Fational Plan of
<uman Rights and the Plan of >conomic and =ocial 3evelopment of
the Fation, $66:$66I) in this last, .ithin the social aspect the
o"(ective to reach social equity from the co:responsi"le
protagonist participation, so as to guarantee the en(oyment of
social rights in a universal and equita"le manner, improve income
distri"ution and .ealth, as .ell as strengthen social
participation and generate civic po.er in pu"lic spaces of
participation/ 0ithin social rights, quality education is
considered for everyone/
%n relation to student .omen, .e have to comment that gender
inequality as for higher education access, has disappeared in
these three countries, as currently slightly more than B6 percent
of the enrolled students are .omen, nonetheless, there are
certain disadvantages .hich have to "e alleviated, such as school
desertion caused "y attention, and support to children, among
other/
%t is important to clarify that the e-posed policies are not
the only ones instrumented, in each of the countries there are
diverse .ays of help for university students, .hich most of the
times have universal character, ho.ever on occasions some
requirements are esta"lished in order to o"tain the "enefits/
%n Argentina, the #inistry of >ducation, =cience and
&echnology currently has a Fational 3irection of Compensatory
Programs, .hich has instrumented actions to favor equity in
access, permanence and completion of studies/
&his country esta"lished as strategy the unrestricted
access, the access "y means of test proofs .ith no quota and the
access "y means of proof and quota/ %n spite of the unrestricted
access, !arcDa de Fanelli +$66B, points out that the poorest
population sectors do not only lac' access to higher education,
"ut a high percentage of them do not start or conclude mid
education) slightly more than the young population achieves
finishing mid education/
&he Federal Plan of >ducation $66$:$66G +Plan Federal de
>ducaciCn, proposed five political strategies in order to achieve
quality in education7 compensatory policies, policies for
continuous formation and training of teachers, policies for the
improvement of educational quality, policies for the
implementation of the Federal *a. of <igher >ducation +*ey
Federal de >ducaciCn =uperior, and policies for the strengthening
of the staff of provincial administrations/
&he main strategy to favor the permanence in higher studies
is scholarships, .hich are regulated "y the lineaments of the
Fational Program of =tudent =cholarships +Programa Facional de
Becas >studiantiles, +for students in upper:high education, .hich
contemplates three elements7 %nstitutional pro(ect of Retention,
te-ts of study and =cholarships of school retention) as .ell as a
Program of specific scholarships that "enefits students in
educational ris'7 Veterans of .ar, presidentially sponsored
people, casualties in the #alvinas, scholarships for indigenous
people and <ydraulic >mergency/ %t is .orth clarifying that for
the case of veterans of .ar and casualties in the #alvinas, the
scholarships are granted to their children/
For higher education there is the Fational Program of
Eniversity =cholarships, .hich grants scholarships to those
Argentinean students regularly enrolled in a ma(or at any
national university, .hose age is under G6 and .ith an income
"elo. 666 AR=, as .ell as an average grading a"ove I/
&hree su"programs come out from the aforementioned program7
indigenous and challenged students and that of 8lympics/ Besides
this program, universities grant different sorts of scholarships
.hich cover four aspects of the students2 needs7
Food, food is offered to the students in the university mess
halls/
&ransportation, transportation support contri"utes to
shorten distances and avoids a"andonment and desertion/
<ealth, most of the universities provide medical attention,
nevertheless there are some .hich provide e-tra support in
cases of graver health pro"lems, .hich can in time cause
school desertion/
Academic:pedagogic, some universities support the
acquisition of "oo's and editions at lo. cost, as .ell as
didactic material and photocopies, .hich contri"utes to a
"etter academic performance/
%t is .orth mentioning that a single university offers
scholarships to conclude studies/ %n addition to these
scholarships, some other strategies have "een settled7 Fational
Eniversity of Cuyo Program of Vocational 8rientation, system of
tutorships in the Fational Eniversity of Rosario, program of
educational commitment and university social services in the
Fational Eniversity of *anMs/
%n Bolivia there is not a system of scholarships for pu"lic
universities, only some of them offer some 'ind of support .hich
influence on the permanence in school) nonetheless, one has to
consider that free access until under:graduation is preserved/ As
for access, it is controlled "y means of the academic sufficiency
test, or "y means of a preparatory course/ &here is also the
option to access "y e-cellence for the high school students .ith
high grades and the free access is applied in scarce demand
studies or in some cases farmers, syndicalists, and other special
cases are granted free access/
%n private universities generally, the access is performed
through an intervie., in others diagnostic placing tests are
practiced or introductory courses are implemented in some areas/
&he enrollment fee is varia"le, there are several payment
methods7 in full, the "enefit of discounts is o"tained thus)
contracts of savings or installments, .hich can "e granted "y the
universities or a "an', cooperatives or financial institutions/
Private universities have different scholarships .hich
cover, totally or partially the fees or needs, some of them are7
sport, cultural, artistic, social and familial, of services, of
academic e-cellence, among other/ %t is important to mention that
there is a legal ordain in the !eneral Regulation of Private
Eniversities that forces this sort of universities to grant a 6
percent of scholarships to their students/
&he autonomous pu"lic universities #ayor de =an Andrs and
de la Paz, provide food scholarships in the universities2 mess
halls/
=imilarly to Bolivia, Venezuela has an access mechanism to
higher education, .hich has gradually evolved, until esta"lishing
a single register .hich considers four different criteria7
Average grading in mid education/
=core in the test of academic aptitude/
Regionalization, .hich allo.s assigning the students to the
institutions closer to their place of a"iding/
Applicants2 vocational interests/
!raduation year, .hich provides grater opportunities for
those graduated in previous years/
=ocio:economic conditions, "y means of .hich in the same
circumstances priority is given to students .ith scarce
economic resources/
3espite this, there are still inequalities in the access to
higher education, according to the 3irector of the 8ffice of
Planning of the Eniversity =ector for the admission process in
$66$, there .ere G5$GH$ applicants, out of them G$AAA$ too' the
test of academic aptitude and out of this figure, official
institutions only accepted A5$5H students, this is, "arely $/H
percent/ 0hat occurred to the rest1 %t is naNve to thin' they
enrolled in private institutions, if they are youths .ho indeed
cannot pay for their registration and enrollment fees in this
'ind of institutions/
=o as to guarantee the permanence in schools, Venezuelan
government esta"lished the Foundation !ran #ariscal de Ayacucho
+Fundayacucho,, in charge of grant scholarships to all of the
students in higher education to study a ma(or in the country or
post:graduate studies a"road/
%t is .orthy clarifying that in the 4562s decade this foundation
changed its operation .ays, the figure of educational credit,
nevertheless, in $66H this figure .as a"olished and the original
system of scholarships returned to its functions, five:folding
the annual num"er of "eneficiaries to B666/
&he main strategy from .hich the diverse affirmative actions are
"oosted in order to "enefit higher education studies is =ucre
#ission +#isiCn =ucre,, .hich operates "y means of the follo.ing
directing lines7 social mo"ilization, universalization,
differentiation in the formative tra(ectories, municipalization,
academic innovation and fle-i"ility, sense of purpose and
transcendence of formation, citizenship construction and
institutional transformation/
&hese directing lines try to provide an integral attention to the
students, attac'ing inequalities in different senses, "y means of
the follo.ing affirmative actions7 "uses2 providence,
construction of villages and university mess halls, as .ell as
medical assistance/
%n order to favor in a concrete manner the access to higher
education, the Virtual Program of *eveling of 8pportunities of
Access to <igher >ducation +Programa Virtual de %gualaciCn de
8portunidades de %ngreso a la >ducaciCn =uperior 9PR8V%8;,, it is
an on:line course .hich offer unaccepted high school students
theoretical and practical tools so that they can improve the
necessary qualifications to access and remain in higher
education/
Based on .hat .e have thus far e-posed, .e dra. the follo.ing
conclusions7
/ &he three analyzed countries have instrumented compensatory
policies to guarantee the permanence in studies/ As for
access, "oth in Bolivia and Venezuela there are mechanisms
.hich restrict it, .hereas in Argentina, despite certain
mechanisms, unrestricted access prevails/
$/ Both Bolivia and Venezuela have a system of scholarships
applica"le to all pu"lic universities, moreover universities
provide other 'inds of support, Bolivia is the .ea'est
country in this sense, as it does not have a scholarship
system for pu"lic universities, nonetheless, a decree forces
private universities to grant scholarships to 6 percent of
their students/
G/ Argentina is the country .ith the most defined structure in
this respect, since it has a 3irection of Compensatory
Programs/
A/ &he main compensatory policies to favor permanence in
studies are scholarships of different nature7 economic
support, total or partial fee e-emption, mess hall vouchers,
medical assistance, transport vouchers, discounts in "oo's
and materials, among others/ A single Argentinean university
offers support for studies completion/
B/ &he three countries have instrumented compensatory polices
in favor of the vulnera"le groups7 indigenous, Afro:
descending, challenged and .omen, located most of them in
the lo.est income quintiles/
H/ 3espite the opportunities of access are universal, only the
youths .hose economic situation allo.s them to access do it/
I/ #ost of the instrumented polices are economic, and are
lin'ed to performance, this is to say, the students .ith the
higher grades "ecome "enefitted .ith scholarships) .hich
turns out to "e contradictory if .e ta'e into account that
they are students in disadvantage +indigenous, challenged,
etc,, as the limitations they have directly impact on their
academic performance/
5/ Compensatory policies are destined for vulnera"le groups,
hence, they are differenced and focalized, .hich contri"utes
to repeat the vicious circle indeed, since this sort of
policies only alleviate certain symptoms for they are
supported on neoli"eral principles/ Fevertheless, "etter
.ays .ill have to "e thought so that these policies truly
favor those they .ere created for/
4/ Venezuela, from =ucre #ission, provides integral attention
to the students2 needs +academic, health, housing,
transport, mainly,/ 0hat is more, it has "een proposed the
interrelation of the different educational levels and the
lin'age of the students .ith society from the application of
affirmative actions in the communities and .ith students
from "asic and mid education levels/
Bi"liographic references
Reimers, Fernando +444,, PolDticas compensatorias de
discriminaciCn positiva y (usticia social a finales del siglo OO
en Amrica *atina/ %nsuficientes, su"financiadas y frPgiles/
Reimers, Fernando +$666,, >ducaciCn, desigualdad y opciones de
polDtica en Amdrica *atina en el =iglo OO%, Revista
*atinoamericana de >tudios >ducativos, $Q trimestre, aRoJvol/
OOO/ FMm/ 66$, Centro de >studios educativos, 3/F/ #-ico/
Rivero, @os +444,, PolDticas educativas de equidad e igualdad
de oportunidades, %%% =eminario para Altos 3irectivos de las
Administraciones >ducativas de los paDses %"eroamericanos, 8>%,
*a <a"ana/
BolDvar, Antonio +$66B,, >quidad educativa y teorDas de la
(usticia social, en Revista >lectrCnica %"eroamericana so"re
Calidad, >ficacia y Cam"io educativo, Vol/ G, ARo $/
RodrDguez, !ustavo +$66H,, >ducaciCn =uperior Eniversitaria en
Bolivia/ >studio Facional/ EF>=C8J%>=A*C/
Prez de Borgo, *uisa +$66A,, >ducaciCn superior indDgena en
Venezuela7 una apro-imaciCn/ Consultado el $I de octu"re de $66I/
http7JJ.../aulaintercultural/orgJarticle/phpG1idSarticleTHG
!arcDa de Fanelli, Ana #arDa +$66B,, Acceso, a"andono y
graduaciCn en la educaciCn superior argentina/ =istema de
%nformaciCn de &endencias >ducativas en Amrica *atina/ EF>=C8:
%%P>:8>%
Choi'e, PolDticas afirmativas para afrodescendientes/ Consultado
el $I de octu"re de $66I/
http7JJ.../choi'e/orgJnuevoJinformesJ6I$/html
3aza, RamCn +$66H,, >studio de la >ducaciCn =uperior en Bolivia/
Centro %nteruniversitario de 3esarrollo/
FundaciCn >quitas, +$66B,, AcciCn afirmativa, hacia democracias
inclusivas/
!essaghi, Victoria y *linas, Paola +$66B,, 3emocratizar el acceso
a la educaciCn superior/ Centro de %mplementaciCn de PolDticas
PM"licas para la >quidad y el Crecimiento/ Buenos Aires,
Argentina/
#isiCn =ucre:Chaguaramas/ Fundamentos de la #isiCn =ucre/
http7JJ.../misionsuscre:chaguaramas/com/veJinde-/php1optionTcom
#orles, Victor +$66A, *a informaciCn superior en Venezuela/
%nforme $66$ a %>=A*C:EF>=C8/
#ovimiento de #u(eres Presentes en la historia/ Consultado el $I
de octu"re de $66I/ http7JJ.../mu(eresconstituyentes/orgJ
0eise, Crista +$66A,, >ducaciCn superior y po"laciones indDgenas
en Bolivia/ %>=A*C:EF>=C8/
#E*&%CE*&ERA* >3ECA&%8F
F8R C8>O%=&>FC>







Ren Pedroza Flores

%ntroduction
G

&he starting point for developing this paper .as to consider
the human condition as a historical construction, .hich ena"les
influencing a change of mentalities and practices .ith actions
A
/
3
I am grateful for Hugo Masss su!!ort in the translation of the text.
"
#his ex!ression only attem!ts at ma$ing it clear that the violence %hich !revails in our !resent&'ay
society is the %or$ of contem!orary social sub(ects) in no %ay is this i'ea a !resum!tion of ethical
relativism nor of formal ethics* of the !lasticity an' linearity of moral !rogress of society +,cheler-
8ne cannot "e 'ept in suspense "y today2s .arfare and ignominy,
.hich are triggered "y a .orld order "ased more on force than
consent/ =chools can contri"ute, .ithin their possi"ilities, to
conform social thin'ing and vision .hich are enhanced "y
principles and human rights/ &his action is important, since it
means participating in a change of the social conte-t through
school2s action, and of changing the school2s situation through
social action/
0e are facing a t.ofold pro"lem7 =ocial and educational/ %n
the first case, a .orld characterized "y conflict and military
arrogance, .hich in turn provo'es .ar, poverty, social e-clusion,
segregation, famine, etc/ 8n the other hand, a school .hich is
predominantly authoritarian and prepotent as a result of
institutional po.er and the sym"olic po.er of 'no.ledge, .hich in
turn engenders discipline, o"edience, silence, competition,
pre(udice and indoctrination/ &he possi"ility of impinging on a
change of the current state of affairs in the long term, "y means
of a curricular proposal of >ducation for Coe-istence, .ith the
intention of rethin'ing the ethical sense of education and life/

&he importance of this curricular proposal of >ducation for
Coe-istence in "asic education, is located on the pedagogical
vision it encompasses7 &he ethical is understood as inherent in
the very nature of education/ &he intent of education is to
colla"orate in developing human fulfilment of the child, shaping
a esthetical relation "et.een their .ay of thin'ing and acting7
&o provo'e sensi"ility of learners2 feelings to empo.er their
collective and individual thought and action "ound to a refle-ive
appraisal of e-isting conditions/

2..1/
>ducation for coe-istence means to conceive the educational
process as a social process7 to ma'e every learner formation
pro(ect a life pro(ect/ &o e-perience self:reflection of human
condition via reviving principles and human rights, ethnical
minorities rights, and social groups rights +the handicapped,
homose-uals, les"ians, etc/, 0ith this, it is hoped that every
child "ecomes a .hole person reared under ethical principles that
ma'e coe-istence in a multicultural society a possi"ility/

0e resort to a pedagogical method .hich stimulates
participation, colla"oration, understanding and creativity in
children, mainly "ecause .e aim at the affective, .ithout
neglecting the cognitive, attitudes, a"ilities and s'ills/ 0e
start "y "uilding real situations from narratives originated in
e-perience and visual and .ritten te-t, to provo'e feelings,
reflection and communication in children/ =everal group and
individual techniques are used in this method, such as >thical
3ilemma, Role:#odels, Role:Playing, among others/ &hese
techniques are complemented "y practical resources such as
literary te-t, movies, games, etc/

&his paper incorporates a num"er of closely lin'ed aspects/
First, the foundation for a pro(ect of #ulticultural >ducation
for Coe-istence is discussed in its different aspects +social,
political, philosophical and psycho:pedagogical/, Fe-t, the
pedagogical model that supports this pro(ect is presented/ After
that, "oth the "asis and programmatic contents of the sylla"i for
the proposed ethical education are introduced/ *astly, the
sylla"us for each school grade, from first to si-th year of "asic
education, is e-amined/
%/ Foundation

%n this section, the general "asis for the proposed didactic
intervention for understanding ethics in "asis schools is
esta"lished/ An socially concerned educational proposal is
manifest and the idea of utopia any educational pro(ect contains
is reiterated7 <oping for a "etter .orld "y means of action,
reflection and critique/ &eaching and learning ethics from a
traditional vie.point, in .hich the teacher possesses the
'no.ledge and the learner is a passive receiver, is not
considered) A dialogical and communicative relationship "et.een
teacher and student, "oth loo'ing at and feeling the .orld they
share and live, as part of the same process, is conceived, thus,
complementing their self:'no.ledge through 'no.ing each other/
=elf:'no.ledge and understanding of the other are "asic in
improving coe-istence/


/ =ocial

#odern societies are multicultural ever since they contain a
num"er of challenged ethnic groups and nations .ithin) a
notorious cultural plurality is the sign of independent states/
According to estimations "y ?ymlic'a +44H,, there are over H66
groups of active languages in the .orld and a"out B666 ethnic
groups, figures .hich render a vivid image of today2s
multinational, multiethnical =tates/
Coe-istence is not al.ays pacific in this cultural diversity)
conflict "et.een ma(orities and minorities seems to "e too
common/ #a(orities intend to impose their cosmovision of life,
cultural practices and forms of representation onto minorities,
provo'ing a sort of 9unique thought; a"out different aspects of
social and cultural life .ithin multinational =tates/ &his
constitutes a series of pro"lems, as e-pressed "y ?ymlic'a, since
the fate of minorities in this .orld is at the hands of
nationalist -enopho"ics, religious e-tremists and military
dictators/ Cinical democrats should "e added to that list/
Fumerous overt and latent conflicts ma'e up the mosaic of
international, national, ethnical and group relations) in 0est
and >ast racial segregation, economic inequality, e-termination,
religious intolerance, discrimination, deprivation of political
rights and social e-clusion are e-perienced
B
/ &his alarming
situation motivates critical reflection a"out the ethical and
political principles of social coe-istence, as that is the
meaning of de"ating, as #artDnez de PisCn +$66, points out,
a"out such relevant topics as the ethical autonomy of the
individual, human li"erties, the mutual respect principle,
ideological pluralism, tolerance, inclusion, (ustice, equality/
All of these topics have to do .ith education/ >ducation
ta'es part in changing mentalities and practices, it prepares
younger generations for coe-isting in a multicultural society
.here universal rights, minority rights and challenged group
rights are put for.ard/ %t is a pending issue to promote and
consolidate a multicultural curriculum for "asic schools) our
0

1ot only are they belic con2icts but also aggravating* frustrating* humiliating for the autonomy of
nations in ca!italist society. #he multinational society is the society of ethnical an' national
'i3erences) 4lso* of in'ivi'ualism an' he'onism* %here vin'ications are social an' economical as
%ell as cultural* !olitical* ethical- 5...%hatever the s!ecifcity of the !roblems for the young-
unem!loye'* 'esecrate'* exclu'e' because of their color or con'ition) they ta$e !art in a ra'ically
ne% global society* %ith ne% values an' as!irations. 6n the one han'* those sublevations %e %itness
ta$e the classical logic of confrontation bet%een 'omine' an' 'ominator* of revolt against exclusion*
social an' cultural segregation. 7ut on the other han'* they illustrate in their o%n %ay* a violent %ay*
the 'ee! movement that characteri8es contem!orary 'emocracies* to %it- the a'vent of a ne%
in'ivi'ualistic culture9 +:i!ovets$y* 2...) 23/
proposal has this orientation/ A curricular pro(ect for primary
school is presented, in .hich the ethical and political
principles of children are cultivated/

8ur intention is sustained in the idea of freedom of
conscience and of equality in a t.ofold dimension7 onthological
and moral/ A relation "et.een .hat one is and .hat one does, the
right to "e free and the .ay to act freely/ &his leads to design
research of the relationship "et.een society and individual .ith
the e-ertion of individual freedom as a starting point, ta'ing
into consideration the freedom2s practical reason/

A democratic system is inconceiva"le .ithout the ethical and
political dimensions/ <istorically, the ideas of plurality and
li"eralism have gone hand in hand) Fevertheless, 0estern
democracy +the American, particularly, has imposed social
dar.inism in the name of defense of li"eral principles, thus
fla.ing the political idea of coe-istence, implicating a return
into demanding respect for minorities .hen a series of li"erties
and rights had already "een accomplished +#artDnez de PisCn7
$66,/ A cynical democracy can only "e counter"alanced "y ethical
and human rights principles, "oth ethical and group, in this
society characterized "y fragmentation of identity and
secularization of po.er/
$/ Political
&he notion of multiculturality is conceived as a .ide concept
of cultural pluralism .hich includes multinational and
multiethnical =tates +?ymlic'a7 44H,, as .ell as e-cluded groups
.ithin those =tates7 gays, les"ians, the handicapped, senior
citizens, and .omen/ &his 'ind of =tates have "een clearly
defined as follo.s7
9///UcultureV is used as a synonym of UnationV or UpeopleV)
this is, as an inter:generational community, more or less
complete institutionally spea'ing, .hich occupies a specific
territory or country and shares a particular language and
history/ For this reason, a =tate is multicultural if its mem"ers
"elong to different nations +a multinational =tate,, or if its
mem"ers have migrated from various nations +a polyethnical
=tate,, as long as that means an important aspect of their
personal identity and political life/; +?ymlic'a, 44H) GH,
Practically every modern society 'eeps these t.o types of
=tate, .here ma(orities coa- minorities/ But also minorities
constituted into ma(orities .ithin each of these =taes coa- their
o.n minorities/ &his serves to demonstrate the fragility of
modern social cohesion/ %n this cultural pluralism, the idea of
coe-istence "ecomes an essential political principle/ Co:e-isting
as a form of peaceful coe-istence in the cultural immeasura"ility
is not a"out integrating or imposing "ut a"ove all, of political
responsa"ility to.ards respect for diversity/
9the so:called UmulticulturalismV, or racial mi-ture, has
turned to "e one of coe-isting in freedom2s most evident
manifestation/ 0e are contented to see culture mi-tures and
everything that contri"utes to correcting anachronic ethnocentric
pre(udice/; +Camps, 44H) G5,
%n agreement .ith Camps, the realization of coe-istence, the
recognition of differences in the conte-t of political action are
at the "asis of cultural pluralism/ Plurality, as e-pressed "y
<annah Arendt +$66,, is condition per quam of all political
life, as living is co:e-isting meaning "eing among humans +inter
homines esse,/ %n accordance to Arendt, diversity is condition of
human action and part in that condition is coe-istence/
Coe-istence is conceived vastly as a condition of human
action, .e do not share a vision .hich reduces it to a mere
instrument, as a matter of norms to integrate the person to
society/ For this reason, coe-istence is not a thing to "e
learned, "ut a condition of education
H
, considering education
"eing part of human condition/ Coe-istence is an e-pression of
plurality and is realized through .ord and action of people .ho,
endlessly, confront their consciousness) For this reason, in this
.or' of didactic intervention prescriptions of ho. to "e or
"ehave are not elucidated, "ut rather an invitation to concede
use of .ord to the children so that they can 'no. and recognise
themselves, thin' a"out .hat they are and do, as condition of
human action/


G/ Philosophical

proportioning the relevance of education in the configuration
of human horizon is deemed important, from the point of vie. of
paideia as culture, and as culture, it is su"stantial in the
conformation, enhancement and gro.th of the spirit of social
;
<e believe it is !ossible to contribute to the stablishment of a 'i'actic mo'el %hich can encourage
a s!irit of 'ebate an' un'erstan'ing of coexistence* not re'ucing this to a matter of exclusively
learning norms. 4n interesting %or$ of 'evelo!ment of such a 'i'actic has been 'one by =ares +2..1/*
%ho 'esigne' an' a!!lie' a 'i'actic gui'e to foster coexistence.
concord and solidarity/ Although this proposition may seem
inherited from some idealist philosophy, .e consider this is not
so7 education is an issue .hich concerns directly .hat humans are
and must "e/
0e share the contention that poses the relationship "et.een
processes of paideia and Pntrophos not as a causal matter, "ut as
communion "et.een education and human/ Fullat has e-pressed that
relationship clearly and categorically7

9/// educational .or's and human2s "etterment are so closely
lin'ed that in the end they turn one flesh and one soul as if t.o
sheer lovers; +Fullat, B) $66,
&he richness of the idea consists of conceiving educational
.or's as a teleological matter, postulated in the sense of
anthropogenesis7 >ducation, as a social and cultural process
purport an aim inherent to human "eings in all their comple-ity/
&his in turn leads to pointing out that in every educational
model, there is an underlying anthropological model/ >ducation
participates in shaping human conciousness from a dual point of
vie.7 transcendentally, in reference to .hat humans must "e) and
specifically, in relation to .hat humans are in a particular
conte-t and society/
>ducation is thought of as cultural process that
participates in the integral conformation of the human sense
necessary to civil coe-istence) >thics is presented as a
su"stantial tas' among educational .or's
I
/ &his is not an
7
>thics as vie% of the %orl' +!hiloso!hy/ an' as intervention in reality +!ractice/. <e coinci'e %ith
the follo%ing 'efnition- ?>thics@ carries the ethos in its name. It carries %ith it* the richness of all its
meanings. 6n recogni8ing this* %e are o!en to an i'ea of ethics %hich* fee'ing on its richness* ma$es
a better un'erstan'ing of to'ayAs ethics !ossible* brightens its sense an' o!ens ne% hori8ons for it.
imposition "ut a need of e-istence and vitality/ 0e share
=avater2s postulate that ethics is a reference to love for
oneself as a principle for actual use of freedom) ethics do not
stem from divine authority nor does it o"ey nature2s fancy, it
does not "elong to the realm of suprahuman nor to genetics nor to
preconsciousness) it is an a.are and creative act resulting from
human .ill in a particular society7
9<uman love for oneself may not "e social, as .ell as it may
not "e corporeal or it may not "e refle-ive/ Precisely, the most
ethical dimension of love for oneself strives in recognition of
human "y human, the recognition of human in human, a "asic
requirement of community fello.ship; +=avater, G667 44,
%nvigorating the .ill is education2s duty as search of
immortality, preserving the human in spite of social and cultural
reaction customarily registered in a .orld .hich seems to see'
death/ 0e assume a understanding, optimistic attitude to.ards
education, thin'ing that paideia is a source of life and freedom
.hich contri"utes to create a spirit of resistence "efore death2s
temptation e-pressed as cynicism and tragedy of human e-istence/

0e conceive that .hat is relevant to human life is relevant
to education/ 8ne cannot comprehend education as unattached from
values as these contri"ute, from an early age, to developing
cognitive, affective and social mechanisms/ >ducation
participates in shaping human2s moral personality, .hich results
in values esta"lishing our lifestyle and .ay of living/ =ince
values are part of social su"(ects2 human condition, .e intend to
enhance autonomy of decision and action, rationality and use of
6f course* this is an i'ea of ethics that com!rehen's the reality of the moral %orl' in all its
com!lexity as %ell as the theoretical an' !hiloso!hical refection on such a reality* !recisely refere'
to in the ethos9 +Bon8Cle8* 07-2.../
dialogue as a .ay to improve principles and cultural, "ehavioral
and cognitive norms +&rave7 $66,

@ust so, if values are inherent part of education as a
vehicle for enhancement of the dialogical quality of social
relationships, .e "elieve it is essential to propose a
#ulticultural >ducation for Coe-istence in primary schools, an
education oriented to recovering the integral formation of the
child receives from an educating society +Faval7 $666,, .here
ethics is constitutive of discernment and "ehavior, "oth
favora"le to an attitude to.ards life and society/

8ur society needs heroes for achieving a "etter life
+=avater7 44,, and there are no "etter heroes than children,
.ho cannot "e reduced to a ta"ula rasa :as 3ur'ehim said: even as
participants in a process of socialization, they can also
contri"ute to such a process actively, "y transcending the
colectivist order of social discipline, in such a .ay that they
"ecome heroes "ecause they can contri"ute to safeguarding the
human condition, deriving from their right to "e considered
citizens of a democratic society/
Coe-isting represents a dou"le challenge to human condition
to learn to live in society, on the one hand, as a matter of
ethics and responsa"ility of acting and understanding
+ontological reason and practical reason, and, on the other hand,
as the aesthetic seen as sensi"ility of the mundane +feeling .hen
perceiving the others2 feelings,/ %n this sense, .e assume the
tas' of ela"orating universal and specific values in a democratic
society7
a, Appraisal of "eing human/ Recognizing the importance that
people seen as individuals possess, .ith their feelings, virtues,
grievings, .ishes, frustrations, limitations, utopias, etc/

", Appraisal of people2s dignity/ Acting comprehensively and
.ith a sense of (ustice to.ards the others) not detrimental to
other2s .or' and essential rights)

c, Appraisal of diversity/ Accepting the e-istence of
physical, cultural and thought differences, "ased on a
participative and encompassing a.areness)
d, Appraisal of tolerance/ Promoting a culture of dialogue
and democracy to preserve universal human rights, minority rights
and challenged group rights) all of .hich are not aliena"le in a
multicultural society .hich ma'es room for a plurality of
opinions, "eliefs, creeds, visions, philosophies, ideologies,
etc/)
e, Appraisal of solidarity/ >ncouraging a spirit of
cooperation and socialization of responsi"ilities, o"ligations
and rights) and contri"uting .ith actions to remedy
defenselessness and vulnera"ility of fello. citizens .ho are less
protected and lac' opportunities to revert their unequal social
condition)

f, Appraisal of re(ection of violence/ Raising a.areness,
e-posing and fighting different forms of physical, ver"al o
gestural violence manifest .ithin numerous social institutions in
detriment of human condition, .hich ve-es those "asic principles
of life in society)
g, Appraisal of traditions and norms/ Respecting customs,
ha"its, manners and norms .hich regulate social coe-istence)
'no.ing ho. to accept one2s mista'es and recognizing other
people2s right deeds) and consciously performing decision ma'ing
around personal "ehavior in several conte-ts)
h, Appraisal of autonomy and freedom/ ?no.ing ho. to "ehave
responsi"le .ithout altering third party2s rights) respecting
others2 individual rights) learning to ta'e one2s o.n initiative
.ithout "eing influenced unquestioningly) achieving "alance
"et.een .ords and actions +coherence "et.een saying and doing,,
and
i, Appraisal of critical attitude to.ards e-clusion and
discrimination/ #anifesting and sensitizing oneself in situations
.here acts of social e-clusion due to discrimination of
preferences, lifestyle, personality, physical features or
other.ise, arise/
A/ Psychopedagogical

%n a note .ritten "y Piaget .e can read that educators cater
for the socialization process "efore caring for the evolutionary
development of the child, .hich dou"tlessly has an implication in
the results of education in relation to value conformation/ &hat
is so "ecause, in a .ay, rigid pedagogical methods are applied
.hich visualize the child as passive/ A one:sided vision of
children education is e-ercised in .hich the adult generation
commands the younger generation/ &he child is reduced to a "eing
a reservoir of influences/ &his might "e consideral only natural,
ho.ever, .e .ant to emphasize the ris' child2s pasiveness poses
to action in coe-istence/ Coe-istence must "e "uilt "y children
in everyday2s acting, ethics in itself does not solve the
pro"lems .e currently suffer) ethics must "e set in motion as a
condition for human action/
%n vie. of these rigid and static pedagogical methods, .e
deem important to e-plore more dynamic options .hich envision the
child as a "eing gifted .ith activity/ &hat is "ecause the child
can also contri"ute to society if .e start from the fact that .e
should not (ust ingrain them .ith 'no.ledge and values, "ut also
to further their sensitive and refle-ive capa"ilities/ An active
vision of pedagogy is clearly e-pressed in the follo.ing .ords7

9Was long as a child is considered to "e gifted .ith
authentic activity and in .hom the spiritual development is
understood in its dynamism, the relationship "et.een su"(ects to
educate and society "ecomes reciprocal7 the child tends to
approach the human state not only "y receiving reason and rules
of good deed as they are prepared for her or him, "ut "y su"duing
them "y means of his or her effort and personal e-perience) in
turn, society e-pect of ne.er generations something else than
counterfeit7 namely, strengthening; +Piaget, B47 444,
From this quote, .e .ant to highlight the ideas of
reciprocity and strengthening, as they emphasize that activity
that the child can manifest through the autonomy he or she 'eep
from the cosmovisions of adults/ &his is a dynamic idea of social
.hich inspire the e-pectation of eliciting a change of the
manifestation of lies and cynicism, violence, intolerance,
discrimination and e-clusion .hich are so distinctive in
contemporary society/ &he child is an active agent in society2s
change as she or he can participate in a reform of thought)
&herefore, it is urgent to e-plore pedagogical methods .hich
promote autonomy and freedom of the child7 Reforming education to
reform thought and change society +#orin7 $666,
&o "egin .ith, .e opt for not ta'ing for granted the "elief
that .e should teach ethical matters as if something finished, as
(ust another piece of 'no.ledge in human issues, as something to
"e stored in the child2s thought and feeling/ 0e do not mean to
teach values "ut to participate in creating a refle-ive attitude
to.ards life, thus sharing in that sense the idea of teaching to
reflect7

9&he educator in a democratic society, should not inculcate,
then, values to children) rather, he or she can commence from the
values that educational situation pose or from those preferences
e-pressed "y learners, in order to teach them to reflect upon
them and to account for the consequences of their o.n
preferences, so that they are taught to act according to their
chosen and appraised values; +*lopis, HB7 $66,

0e prefer stimulation and enrichment of children2s ethics
.ith a pedagogical method oriented to stimulation of a refle-ive,
active and creative attitude, one .hich resorts to reciprocal
action "et.een educator and learner "y means of games, arts,
'no.ledge and culture/ 0e propose a participative, creative
method .hich ensures the child an active role in his or her o.n
realization and .hich can "e integrally manifested in accordance
to his or her psychological development/ %t is a method .hich is
"ased on interaction and e-pression of the child to avccive an
aesthetic relationship +sensi"ility to.ards the routinary, via
recreating forms of manifestation such as dance, painting,
.riting, game, among others/ Coe-istence in this sense is a
ludic, imaginative, participative, sensitive question, .hich
cannot "e taught as a"c "ut that is lived7 coe-istence through
this participative and creative pedagogical method is .ill to "e/
%%/ Pedagogical #odel


/ A &eaching:*earning Process Conception

Epon deciding for a participative, creative method, .e need
to define .hat learning is/ Participative and creative learning
is a type of learning in .hich the child has an active role in
planning, realizing and evaluating hisJher learning process7 the
child is an active individual .ho listens, gives opinions,
suggests, proposes, decides, acts, loo's into, e-presses hisJher
ideas, develops hisJher creative a"ilities/ &his gives the child
the opportunity and need to 9create and transform; himJherself
not only in the classroom "ut all along hisJher life, since
heJshe has genuine gusto .hich ena"les himJher to initiate and
guide his or her actions, an important characteristic of social
coe-istence/
Participative and creative learning focuses on action in
activity, on doing, e-pressing and e-perimenting as a result of
the pro"lematic of one2s o.n conte-t) this is, it lin's the
child2s everyday life to go from there to a .ider scope, in such
a .ay that feeling, thin'ing and acting "ased on autonomy and
freedom possessed "y the child is stimulated/ 0ith the former,
the teacher2s attention focuses on responsi"ility inherent to
decision ma'ing, in setting o"(ectives and aims, as .ell as in
performing and evaluating those activities created and innovated
in day:to:day interaction in the classroom/
%n participative learning, the student learns active and
a.are so that sheJhe can sta"lish .hat to learn, "y means of
.hich activities, ho. and .hen, resourcing to hisJher o.n
imagination, for instance, fairy tales, .ith elfs and other
mythological creatures, to find himJherself in them via the
actions .ithin the human condition they sustain/

&his type of learning inspires us to hope that coe-istence
occurs "y encouraging the child2s appraisal of hisJher "ehavior,
perception of hisJher environment, feelings and a capacity to
love himJherself and the others, of hisJher cognitive process and
hisJher attitudes to.ards life/
%n other .ords, .hat is accentuated in participative and
creative learning is enclosing learning as an action of human
condition, .hich is understood as a manner of learning in .hich
the child ma'es sense and personal value in .hat sheJhe learns,
since its assimilation and integration is promoted, "y means of
relating it to those e-periences, 'no.ledge and cosmogony of
hisJher classmates and himJherself/ &his .ay, learninn has to do
.ith children2s lives, for they are the ones .ho learn "y giving
importance to present time, .hich is .here there are more
elements to ma'e sense and endo. dynamism into coe-istence
processes/
$/ Conception of .hat children are

&o educate children it is very important to understand .hat
they are/ %t may pose a ris' not to consider them as they are and
see them as small adults instead +#eneses7 45H, 3emanding from
the child, "ehavior, attitudes, values that do not correspond the
their psychological, cognitive and affective state, more than
helping them could constitute a hindrance in their development/
According to &uc'er +45$,, the child can "e considered from
four different points of vie.7 =ocially, physically, emotionally
and intelectually/ 0e can agree on those four aspects,
nevertheless, .e do not share the .ay in .hich they are seen "y
this author/ For instance, the child is seen as receiver of
influences in the social aspect, .hich denies them the
possi"ility of autonomy/ For that reason, .e ta'e the
aforementioned aspects "ut .ith a ne. sense and content/
a, =ocially, the child is an active "eing .ho interacts .ith
different media that require the use of hisJher sensitive and
comprehending capacities and that motivate hisJher attitudes and
actions)
", Physically, the child is a gro.ing "eing from the
physiological and motion de-terity vie.points)

c, >motionally, the child is a "eing .ho manifests and
e-periments varying feelings, and
d, %ntelectually, the child is a "eing .ho develops distinct
cognoscitive capa"ilities/
&o this typology can "e added that the child is a "eing for
coe-istence, a social "eing meant to co:e-ist .ith other human
"eings/ %nteracting .ith others is constitutive of the human
condition i/e/ something that is "uilt .ith participation and
creativity/ &he child must co:e-ist in a family, at school, etc/
everyday, it is not al.ays easy to co:e-ist73ifferent volitions
and representations of living must "e coped .ith/ &he child is a
"uilder of life, the hero .ho incarnates autonomy and freedom
.ith a .ill to preserve and perpetuate the human condition
despite those influences heJshe is su"(ected to and, in this
sense, children are su"(ects of our understanding as children
that they are/

G/ Conception of .hat the teacher is

&eachers are usually conceived as active agents in the
teaching:learning process, the holders of truth/ &his is an
o"(ective and positive perspective of .hat the teacher is/
<o.ever, multicultural education for coe-istence demands that .e
see the teacher as a promoter of changes in mentality and
feelings in younger generations) the teacher2s active character
is not in the act of transmitting only finished 'no.ledge, "ut in
her creativy and imaginative a"ility to activate a reflective
state in the child/ &he follo.ing .ords seem revealing in that
respect7

9&eachers are not manufactures of intellectual "acon, "ut
someone .ho invites citizen2s mood to change, inciting them to
aim at .hat challenges their progression///; +Fullat, I7 $66,/

&eachers coalesce .ith children, promotes and provo'es
coe-istence "y constituting herself as part the individual and
social consciousness de"ate/ &he teacher is a scout since she
.al's on land that she "uilds along .ith children, she does not
impose nor does she set strict directives nor set an e-ample of
ethical a"solutism7 =he sho.s herself as she is, .ith virtues and
limitations/


A/ &he ethical contents of #ulticultural >ducation for
Coe-istence

8ur purpose is to encourage, promote and strengthen values,
.hich are considered an essential part of ethics) so:called
shared values are conformed "y universal aspects such as (ustice
and "y specific aspects of a democratic society such as
tolerance, human rights, minority rights, and challenged groups
rights/ 0e do not include shared values at the root of principles
valid only for specific social groups, .here interests,
ideologies, "eliefs and religions play an important role/ For
instance, .e do not deal .ith chastity or a"ortion/ 0e care a"out
human dignity, tolerance, diversity, inclusion, equity, respect,
human rights +minorities and challenged groups,, (ustice,
solidarity, cooperation, pluralism, responsi"ility, and dialogue/
A.are that it is not e-haustive, .e offer contents and
orientation for each one of them7
X <uman dignity/ A universal value .hich emphasizes the value
inherent in all human "eing/ 3ignity demands respect and
recognition of .hat human "eings are in themselves and for
themselves/ Children should value that condition .e all 'eep in
society as human "eings .ith diverse features, creeds, colors,
languages, "ut remain equal in rights)
X &olerance/ A value specific to our society, achieved since
the OV% century .ith religious freedom/ &olerance means autonomy
and freedom of consciousness, it means accepting diversity of
ideas, "eliefs, ideologies and cosmologies/ Children should
understand that one of coe-istence2s column is accepting
diversity, adopting a tolerant vie.point, and to "e alert to
intolerance, e-pressed as an e-tension of a tolerant person7 one
cannot "e tolerant a"out intolerance)

X 3iversity/ A value of democratic societies oriented to
conceiving a .orld .here there is room for everyone/ 3iversity
means accepting that human condition actions has degrees, that
everyone has the same universal rights and also specific rights/
&here are groups .ith a distinctive identity .hich should not "e
held against them to e-clude them from society, such as the "lac'
or the homose-ual/ >ach and every group is part of society/
Children should value the right to "e different and still "e part
of society)

X %nclusion and >quity/ Values of democratic societies
related to no "eing e-cluded in lieu of one2s economic status/
3isregard financial situation or political affiliation, everyone
has the right to .elfare and social security/ Children should
understand that inclusion and equity are values .hich can
influence in inverting constant e-clusion, inequity and
margination some social groups suffer)

X Respect/ A universal right .hich guarantees men and .omen
against humilliation or a"use/ <umans deserve to "e respected due
to their human condition/ Children should understand the meaning
of "eing respected as a means to safeguard peace7 9Respecting
other2s rights means peace;)

X <uman Rights/ Eniversal values .hich go hand in hand .ith
tolerance/ >very human "eing has the right to "enefit from
universal mandates, .ith no regard to race, gender or creed/
Children should value those human rights that endorse
coe-istence)

X @ustice/ A universal value that vouches no person is ever
aggravated or ve-ed/ %t means valuing .hat each one deserves
according to .hat they are and .hat they do/ Children should
value the principle of (ustice as a form of integrity of action
of human condition/ @ustice should also "e valued as the .hich
the =tate must do in favor of .elfare and equal distri"ution of
economic, social and security resources)

X =olidarity/ A universal value utterly close to the value of
(ustice, they can even "e thought of as complementary/ Children
should understand the lin's that (oin us "efore uncertainty of
solidarity2s e-istence, "eing together in the face of
helplessness)

X Cooperation/ A value of democratic society .hich counters
that .idespread of competition/ 0e prefer cooperation "ecause any
and every tas' requires a collective addition of efforts/
Children should value the relevance of cooperation to realize any
social or individual .or')

X Pluralism/ A value of democracy/ Political postures and
perspectives are manyfold, and so are races and ethnical
aspectos/ Children should value pluralism as a means to coe-ist
peacefully)
X Responsi"ility/ A universal value/ 0e must "e responsi"le
for our acts and thoughts, and "e a.are of our responsi"ility
.ith the action of human condition/ Children should value such a
responsi"ility to human'ind and to themselves and those .ho are
different to them, and

X 3ialogue/ A value of democratic society/ ?eeping a dialogue
.ith the other as a means for peaceful coe-istence/ Children
should value dialogue as a manner of discussing ideas to reach
consent or disagreement/
%%%/ Basis and !uiding Principles for Programmatic Contents

/ 8"(ectives

!eneral 8"(ective

&o supply the "asic education teacher .ith a proposal for
educational development "ased on human coe-istence philosophy to
enrich ethical principles/ 0e conceive an asymmetrical teaching:
learning process "et.een teachers and students, not .ith
authority roles as a starting point "ut in terms of incorporated
values7 &he idea is not to regulate "ehavior "ased on constituted
values "y the adult generation, "ut to see in children a
potential source of ethical capital .hich, in the long term,
might "oost a revertion of selfishness and shortsightedness
typical of our society driven "y economic competition/
8ur proposal intends to reinforce the "asis of communion
"et.een paideia and anthropos in primary schools, contri"uting
to shape pedagogy for tolerance, diversity, solidarity, critical
(udgement, civil and moral responsi"ility, peace, freedom and
autonomy/ &o achieve that, a didactic model .as devised, .hich
can "e characterized as prosaic:ludic:cognitive:human
5
i/e/ it
uses feeling, playing, thin'ing, recreating and understanding to
"e sensitive to everyday issues/
%n order to develop such a didactic aproach, a series of
D
#he i'ea of relativism is not acce!table in this mo'el* mainly because of the ris$ of falling in an
ethical an' moral voi'* %hich comes from believing that values are social constructs 'erive' from
social convenience an' %ith no reference to any truth in !articular. #here is intense 'ebate about the
e!istemological basis of relativism in science* culture an' ethics* %hich* to a large extent* in2uence
contem!orary e'ucational !rinci!les* namely- Anything goes. 1ot %ishing to elaborate on this i'ea* as
it is not our !ur!ose* %e %oul' li$e to (ust !oint out that ethics an' moral are* in our conce!tion*
substantial to antro!ogenesis of human action.
techniques and dynamic activities are provided to the group,
e-pecting to promote cooperation and coe-istence of children and
adults, as a fundamental element in conforming open, refle-ive
mentalities and sensi"ilities, thus fostering interte-tuality of
adult personality via .hat children are/ %ntegrating ethic and
moral elements it is e-pected that in the long term or may"e as a
utopia, "etterment of concord "et.een adults and adult lifestyles
occur, and to enrich our society .ith the participation and
e-perience of children/

=ocial:affective

X For the teacher to comprehend the children2s sensitivity
manifested in vie. of cultural and social pro"lems .ith .hich
they deal .ith everyday)
X &o cultivate children2s patent po.er of decision to choose
.hat they .ant and feel)

X &o capture, from their forms of representation, their
distinctive .illpo.er to see' their individual good and
collective good)

X &o assimilate the inquiring spirit in as'ing the .hys of
things)

X &o e-ercise optimism and self:esteem as an e-perience used
"y children to face their difficulties and pro"lems)

X &o "e im"ued in the .ay in .hich children live and respond
to pro"lems concerning diversity of "eing and thin'ing of others)

X &o feed on solidarity, respect and tolerance manifested "y
children, in order to ma'e head.ay in human coe-istence actions,
and

X For the teacher to accept, tolerate and "e sensitive to
.hat children are and can "e, "y avoiding imposition, coercion
or violence to them according to tradition o lifestyle .hich the
teacher .ithholds as a mem"er of the adult generation/

$/ 8rganization

&his program is to "e applied in .ee'ly one:hour sessions
4
prefera"ly .ith teachers .ho have had previous specific
preparation/ 0e choose to say 9preparation; instead of
9training
6
;, not out of linguistic impulse, "ut due to implicit
principles in teacher2s performance in the learning process/ 0e
aim for the teacher to internalize the purpose of the
#ulticultural >ducation for Coe-istence pro(ect2s pedagogical and
didactic model, and that requires a teacher endo.ed .ith
receptivity to changes her perception and mentality in favor of
humanism arising from children7 a teacher .ho feels and thin's as
a child, to strengthen those coe-istence "onds .ith commitment/
&he contents here"y proposed are not meant to "e memorized,
E
#his solution is !referre' to transversal contents* as %e consi'er the curriculum that !ro!oses an
integration bet%een %ays of thin$ing an' $in's of $no%le'ge es relevant to a teaching !rocess %ith a
ma(or ten'ency to the transmition of information an' $no%le'ge but it is not a!!ro!riate for a
curriculum %hich inten's to resource to chil'renAs life ex!eriences an' cosmovisions. <e believe a
sub(ect s!ecifcally 'e'icate' to ethics can better 2ourish to im!rove our 'iscrimination* intolerance*
violence* in(ustice an' ecological 'e!re'ation !roblems.
1.
#he notion of training ta$es us to a !resu!!ose' i'ea of a !rocess&oriente'* categorical*
mechanical technician. Frovi'ing them %ith only techniGues an' activities is meaningless %ithout an
intelectual an' cultural hori8on to me'iate in their use an' a!!lication. Instea'* the i'ea of
!re!aration 'eman's 'is!osition to acce!t a 'i3erent i'ea of e'ucation* an o!en an' 'ynamic
communion to 'evelo! a critical sensitivity of no%a'ays state of society.
recited or turned into dogma "y children/ 8ur intention is other7
&hat they are lived and practiced, "ased on .hat children are/
&he teacher may relate those e-periences and instances to .hat
the child o"tains from other su"(ects "ut should never attempt to
integrate contents .ith a purely cognitive o"(ective in mind/
&he e-ercises and activities esta"lished are not meant to "e
ritualized7 &he children .ill surely provide unforeseen aspects,
.hich in turn must "e enriched "y the teacher/ %magination and
disposition must "e a distinctive characteristic of each class/
&he goal is learning to "e "etter "y reevaluating the ethical
"asis of coe-istence7 Fothing "ut to ponder on .hat .e do
+Arendt7 $66,/

G/ #ethodology

&he program must "e applied practically and dynamically, as
an e-periential .or'shop .here children can e-press their
feelings and the teacher can understand those feelings to
internalize them so, collectively, the ethical principles are
reinforced openly and freely/
&he application of this program hinges around .hat the child
is and .hat can "e learned from them/ &he results achieved depend
on the teacher, reason .hy she has to "e dynamic and sensitive,
capa"le of engaging in group participation and to fathom her o.n
.ay of thin'ing) she must "e .ill to share and to "e involved in
the e-periences, for .hich she must use diverse group techniques
and activities .hich allo. for confidence and ice:"rea'ing, to
give .ay to free, spontaneous participation of learners7 &he
teacher "ecomes a promoter of the proper environment for
coe-istence/ &o achieve this, the follo.ing aspects .ere
considered7
X &he contents of each programatic unit is inherent to the
facts and situations e-perienced customarily in the children2s
situational conte-t, at a .orld.ide, national, regional, local,
family and personal spheres)
X &he social:affective and psycho:pedagogical aspects .ere
ta'en into consideration .hen structuring the contents, according
to the children2s age, accounting for the difference in .hich the
ethical principles for coe-istence are realized in each school
grade)

X Art is ta'en as a resource, in its po.er as representation
of reality "y means of metaphor, fa"le, story, image, painting,
sym"ol, etc/, and

X !ames are used as vehicle of e-pression and social contact/
A/ #ethodological strategies

%n accordance to the pedagogical and didactic models, .e
propose a series of methodological strategies .hich serve to
uphold the .illpo.er of children in favor of coe-istence, in a
reflective, commited and ethically "ased .ay/ &heir
characteristics are the follo.ing7
X Enderstanding diversity activities/ Presentation and
discussion of the physical features, feelings, preferences,
ideas, "eliefs and li'es of children)

X %ntegration activities/ !roup activities for socialization,
.hich aim at encouraging group cohesion derived from its mem"ers2
differences)

X 3ialogue and disagreement activities/ Promotion of
communication of feelings and thoughts via dialogue, .hich means
encouraging participation, critical (udgement, disagreement and
agreement/
>thics appreciation activities/ =etting social, political,
cultural, moral and ethical dilemmas to strengthen decision
ma'ing as a means to "ecome responsi"le for one2s actions and
practices/
X ?no.ledge activities/ Real life, fictitious o metaphorical
situation analysis, in order to ripen .ays of thin'ing,
understanding and feeling/

X =elf:reflectivity activities/ Rethin'ing the environment
differently, covering .orld, national, regional, local, family
and personal pro"lems/
B/ &echniques
0e ma'e use of tried:and:true techniques used in moral
education, civic education, education for coe-istence and human
rights education +@ares7 $66) Bu-arrais7 44I) >dgreen7 446)
&uvilla7 445) Kur"ano7 $66) *lopis7 $66) *uque7 $666,/ %n
their application .e appealed to our .it and 'no.ledge, using our
o.n dialogues and contents and e-cerpts from others/ &he
suggested techniques are7
a, >thical 3ilemma/ 0e choose to name them 9ethical dilemmas;
instead of their original names 9moral dilemmas; "ecause our
intent is to strengthen coe-istence .ith the use of ethics and
not to opt for a particular set of values to transmit/ &he
proposed technique, from the vie.point of ?ohl"erg +44$ Y 45,,
consists of presenting a pro"lem .ith a moral character :
ethical, in our case: .hose purpose is for the learner to discern
.hich .ould "e the "est decision in that situation/ &hose
dilemmas can "e real, fictitious or metaphorical, .hat matters is
that there is a decision to "e made .hich as's from the learner
to choose from ethical principles/ &he procedures suggested are7
X Presenting the situation .here the dilemma is set, "y the
teacher or one of the students/ &his can "e in the form of a
group, team or individual presentation) and "y means of a reading
te-t, image +movie,, dra.ings, sociodrama o narrative)
X Chec' comprehension of the dilemma presented, in such a .ay
that the arguments, conflict and alternatives for solution are
totally clear)
X %ndividual reflection/ %ndividually, each group mem"er
ponders upon the dilemma so, according to their individual
ethical "asis, they can select one of the e-isting alternatives/
After that, their decision is communicated to the rest of the
group, either orally or in .ritten)
X !roup de"ate/ Possi"ly in teams, appointing a secretary to
present conclusions at the end or in a general de"ate/ Arguments
for and against and possi"le implications for each alternative
are analyzed, as .ell as consequences of .rong decisions or a
decision .here no ethical (udgement is involved, and
XRe:assessment +Conclusion of activity,/ >la"orate on the
importance of re:assessing our decisions .hen deciding a dilemma,
especially .hen our choice may harm o other.ise damage third
parties or oneself/
", =ituational Analysis/ 0ith this technique, children are
confronted .ith actions and decisiones that happen or have "een
ta'en in situations that occur in their environment7 school,
home, to.n, country or the .orld/ <ere, each mem"er must analyze
and assess the decision that .as made in this or that situation
or pro"lem/ 3ecision analysis can "e performed than's to real
life or hipothetical cases or derived from short stories/ &he
steps to follo. are7
X Presenting the pro"lem/ &here are numerous individual or
social pro"lems .hich can "e used/ &he pro"lem is presented as
.ell as the form in .hich it .as resolved, clearly identifying
the decisions that had to "e made, .ithout ommiting the
consequences of the decision that .as made/
X Zuestionning the decision/ &he teacher must ela"orate a
discussion guide around the pro"lematic situation .hich .as
presented, focusing on the ethical sense of the decisions that
.ere ta'en/ A series of question must "e de"ated and ans.ered in
teams after .hich conclusions .ill "e presented "y each group,
and

X >thical foundations "alance/ &his activity finishes .ith a
general recapitulation in .hich the implications of acting .ith
or .ithout ethics in situations as the one presented, everyday
situations/

c, Value Clarification/ &his technique consist of having
children to choose "et.een a range of values .hich they .ill
apply in a given situation, the typical question for this is7
0hat .ould you do if/// >-treme caution must "e ta'en in order to
avoid (udging the children for their ans.ers/ &his is a"out
allo.ing free e-pression in order to a'no.ledge ones present +or
a"sent, ethical principles, in the .ay .e consider .e .ould act
in pro"lematic situations/ &he steps to perform this are7
X &he teacher lists a series of questions that can only "e
ans.ered "ased on the value (udgements the children hold/ For
instance, 0hat do you thin' of .ar1

X >ach team mem"er is allo.ed to freely choose the values for
his or her ans.ers)

X &he consequences of such values are in turn evaluated)

X &he e-ternalized values are then appraised and estimated)

X &he ans.ers and the contained values are shared and
socialized in the group, and

X Act in accordance to the prover"7 &he "est .ay of saying is
"y doing/

d, Role playing/ &his technique is useful to reinforce the
ethical principles of tolerance, respect and solidarity, since it
allo.s a diversity of opinions, ideas and "eliefs .hich are
e-pressed "y group mem"ers/ A variation of this technique, .hich
is also e-plained here, is role model/ Both techniques ease
de"ates, discernment and disagreement/ %t consists on creating
social, cultural, political environments .here one participates
.ith one2s ideas and de"ates .ith others2 ideas/ %t is applied as
follo.s7
X Presentation and introduction to the activity/ &he
situation in .hich reflection .ill occur is descri"ed in full
detail)
X %mpersonation and drama is prepared and each character is
specifically presented, sharing general ideas .ith the
participants to ma'e room for improvisation)

X &he enactment is performed ma'ing sure each character is in
role as esta"lished7 *et him or her thin', feel and spea' as the
character .ould do in such a situation)

X !eneral comments are e-changed in total class and after
that de"ate is performed, and

X %t ends .ith a "alance of the performance and the de"ate/

e, *udic Activity/ &his technique is used in order to promote
solidarity and cooperation among children, in a .ay counteracting
the competitive spirit so often e-ercised in classrooms/ 0e are
interested in creating "onds of coe-istence, using different
games, all of .hich can have their o.n individual instructions
"ut .hich in general .ill have the follo.ing stages7

X &he purpose of the game is set "y the teacher)

X Comprehension of the purpose of the game is chec'ed)

X &eams decide on the mechanics of the game)

X &he .hole group carries out the game, and

X >veryone e-presses .hat the game left in him or her/

f, %mpersonation games/ Performing small play +short stories,
fa"les, poems, etc/, .hich illustrate ethical passages are
suggested/ &his is a .ay to recreate actively and participatively
the values of children/ &he performance sequence may vary
according to each play, ho.ever, this is a general set of
procedures, as in the previous activity7
X &he teacher determines the purpose of the play to perform)
X Comprehension of the purpose of the play is thoroughly
chec'ed)
X >ach team decides on the mechanics of the play and roles
are distri"uted)

X &eam mem"ers or .hole teams are selected for performing the
play, and

X After performance, each one e-presses .hat this play meant
for them/

g, Conceptual Comprehension/ &hrough dialogue, game, art and
coe-istence it is possi"le to conceptually transmit the ethical
principles, for instance, a"out .hat tolerance, solidarity,
inclusion, etc/ are/ %t is not meant to "e memorized "ut to "e
e-perienced and understood as inherent part to everyday actions/
%t starts .ith understanding reality to arrive at a personal
comprehension of that reality/ &he steps for their application
are7
X &he teacher present the concept to "e dealt .ith)

X &he teacher chooses the manner in .hich the concept .ill "e
dealt .ith, for e-ample, art, game, etc/)

X 0or' around the concept to grasp its meaning, via .ritten
or oral e-pression, dra.ings, acting, etc/, and

X Conclusions a"out the concept after .or'ing around it/

h, Aronson2s Puzzle/ &his technique is applied to strengthen
cooperative .or' and individual responsi"ility, .ith the purpose
of integrating the group around the same .or' or pro"lem/ &he
importance of this technique resides in providing the children
.ith a complementary vision of .or', the (oining together of
several capacities to comprehen the same su"(ect/ &he application
of this technique is as follo.s7

X &he teacher decides on the value to "e .or'ed on)
X &he teacher divides the selected value into su"topics .hich
are tightly related)

X &he teacher sets students into teams, .hich are num"ered
and assigned a su"topic)

X &he teacher presents general and team specific
instructions)

X Children .or' cooperatively in order to achieve the set
tas')

X >ach team ela"orates their part in cola"oration .ith the
rest of the teams, and

X &he .or' of all the teams is consolidated/

i, Photo.ords/ %t is commonly said that an image is .orth a
thousand .ords, and here it is e-pected that children e-press
particular values through social and human relationships depicted
in photographs/ Photography is regularly used as a means of
e-pression and communication, in this case, to sensitize the
children to the facades of reality/ &he steps to follo. in this
technique are7

X &he teacher pic's a value to .or' on)
X &he teacher assigns the tas' for children to find
photographs .hich alude the value in question)

X 8nce photographs are presented, they are displayed in the
middle of the classroom)

X %n a circle around the photographs, students circulate and
"ro.se through the photos)

X >ach one chooses the photo+s, .hich "etter ma'es them feel
identified .ith the value they are .or'ing .ith)

X >ach child stic's his or her photos to a piece of
card"oard)

XCada niRo pega su fotografDa o fotografDas seleccionadas en
una cartulina)
X >ach one of the children e-presses .hy he or she chose
those photographs in particualr7 0hat they mean for him, .hat
feeling he or she e-periences, .hat she or he thin's, etc/

X &he teacher selects three children at random, to e-press
their "ig picture perspective of the activity/
(, Audiovisual Am"ience/ &o sensitize children .e can resort
to artistic atmosphere creation using sounds, images and .ords7
music, e-pression and video are put to practice/ &he purpose is
that children reflect upon the conte-t of a message contained in
a film or other artistic e-pression/ &he steps to follo. are7

X &he technique is e-plained "y the teacher and the value to
deal .ith is chosen)
X A general presentation of the am"ience to .or' .ith an its
relationship .ith the message it contains and the value to .or'
.ith is made)

X &he material is presented, pro(ected or played, .hile
everyone 'eeps quiet)

X &he message, its contents, sound, images, etc/ are
commented on)

X Children share the feelings this message provo'ed in them/

', 3isco Forum/ =ong lyrics arise sensations and feelings in
children, .hich they need to socialize/ For this is that .e
propose this technique7 &o listen to a recording collectively to
later discuss the contents of the lyrics and the musical score/
?eeping message and sound together is important to provo'e
images/ Applica"le activities are7

X =ong presentation7 &itle, author, topic, performer,
"ac'ground history +if there is one,, etc/)
X 3ecoration of the classroom "y the class, according to the
topic of the song to create the right atmosphere for developing
the technique)

X =ilently listening to the song)

X 3iscussion of the song2s message/

l, &estimony/ Recovering events and e-periences is an
important .ay to recognize the .orld through its immediate
characters/ &estimony is used as a .ay to get the children in
touch .ith their conte-t, to 'no. the .orld at the hands of real
people/ &his testimony can "e direct or indirect/ *a application
is7
X !uest presentaion7 Fame, occupation, family, etc/

X Presentation of the topic inherent to the testimony)

X &estimony narration +"et.een B and $6 minutes,)

X Zuestions from the children to the narrator)

X Conclusion and closing message/

m, 0all message/ Presenting and organizing a succession of
ideas is an idea that should not "e ommited/ Children have a
vision of the .orld that requires to "e socialized, the .all
message can "e the .ay for this to happen, as it means not only
to apply 'no.ledge and emotions individually to later recognize
the .ay of "eing, thin'ing and feeling of the others/ &he
technique goes as follo.s7

X Presentation of the value to .or' around)
X >-planation of ho. .hat sentences consist of and ho. they
can "e realized)
X &he group is set into teams)

X >ach team .or's on composing their sentence)

X >ach team present their phrase and its meaning is
e-plained)

X &he rest of the class can as' questions to the team
presenting their sentence)

X Collective de"ate a"out the sentences/

H/ Resources/

%n order to perform this program a series of material and
human resources need to "e defined and allocated in a clear and
opportune manner "y corresponding authorities/

#aterial Resources

As for material resources, a multiple use hall .ill "e
necessary, in .hich the free participation of everyone is
possi"le/ %t must "e .ell lit and .ith the necessary furniture
and space, as .ell as conforta"le decoration for the activities/
<aving access to transporting is most recommenda"le, "ecause
there .ill "e occasions to schedule an outing or a visit to a
particular place, especially to reinforce coe-istence in the
diversity of sensi"ilizations of children, "ut also to reconcile
ethics in life and not only in the classroom/
&he institution should have the materials suggested "y
teacher .ill a"solute anticipation in order to avoid hidrance or
delay in activities, these materiales must also "e safe, simple
and easy to follo., and they should "e easy to o"tain, for
instance, sheets, mar'ers, colors, plastilin, full size car"oard
sheets, thread, cloth, "alls, ri""ons, sac's, among others/
<uman Resources
&he institution should have at least one teacher responsi"le
for the application of the program in each school year, not
necessarily the group teacher is advisa"le/ &here must also "e a
general director of the program, .hich can "e the dean of each
educational institution, or to include a specific director for
this pro(ect/ &o incorporate personnel to the pro(ect, the
necessary personnel for class and after:class .ith due
preparation must "e availa"le/

%V/ 8rganizational of the program of values in #ulticultural
>ducation for <uman Coe-istence/

&his program is organized according to school grades/ %n each
of these grades the thirteen aforementioned values are .or'ed on/
>ach value is .or'ed .ith a different technique, .ith the purpose
of sho.ing ho. any technique can "e applied to learning each one
of the given values and school final grade, only if the
psychological, cognitive , affective and social are ta'en into
consideration characteristics/ %n every technique there is a
different strategy used/ %n such a .ay there are still values to
find a variety of techniques and activities for coe-isting in
your values/ &his is represented in the follo.ing applications/
&his is represented in the follo.ing frame .or's7
8R!AF%KA&%8F 8F VA*E>= B[ =C<88* !RA3> AF3 %= C8#F8R&AB*>
0%&< %3>A= AF3 &>C<F%ZE>= FR8# 8&<>R=/

Bi"liography


Arendt, <annah +$66,, *a condiciCn humana, PaidCs, Barcelona/

Bu-arrais, #arDa Rosa et al/ +44I,, *a educaciCn moral en
primaria y secundaria, =ep:CooperaciCn >spaRola Fondo mi-to de
cooperaciCn tcnica y cientDfica #-ico:>spaRa/

>dgreen, <enry +446,, @uegos para alumnos de primaria, >ditorial
Pa-, #-ico/

Fullat, 8ctavi +$66,, AntropologDa y educaciCn, *upus #agDster:
E%A, #-ico/

!onzPlez V/, @uliana +$666,, >l poder de eros/ Fundamentos y
valores de tica y "iotica, PaidCs:EFA#, #-ico/

@ares, OesMs +$66,, >ducaciCn y conflicto/ !uDa de educaciCn
para la convivencia, >ditorial popular, #adrid/

?ohl"erg, */ +44$,, PsicologDa del desarrollo moral, 3escle de
Bro.er, Bil"ao/

?ohl"erg, */ [ >/ &uriel +45$,, 93esarrollo moral y educaciCn
moral; en *esser !/ +ed/,, *a psicologDa en la prPctica
educativa, >ditorial &rillas, #-ico/

?ymlic'a, 0ill +44H,, CiudadanDa multicultural, Piados,
Barcelona/

*uque *ozano, Alfonso +$666,, >ducar la tolerancia +Ena propuesta
de tra"a(o,, 3Dada >ditora, =evilla/

*lopis Blasco, @os Antonio y #a/ Remedios Ballester #ancheRo
+$66,, Valores y actitudes en la educaciCn/ &eorDas y
estrategias educativas, &irant lo Blanch, Valencia/

#artDnez de PisCn, @os +$66,, &olerancia y derechos
fundamentales en las sociedades multiculturales, &ecnos, #adrid/

#eneses #orales, >rnesto +45H,, >ducar comprendiendo al niRo,
&rillas, #-ico/

#oran, >dgar +$66,, *a ca"eza "ien puesta/ Repensar la reforma
reformar el pensamiento, Fueva VisiCn, Buenos Aires/

Faval 3urPn, ConcepciCn +$666,, >ducar ciudadanos/ *a polmica
li"eral:comunitarista en educaciCn, >diciones Eniversidad de
Favarra, >spaRa/

Piaget, @ean +444,, PsicologDa y pedagogDa, >ditorial Ariel,
#-ico/

=avater, Fernando +44,, \tica como amor propio, #ondadori:
Conaculta, #-ico/

=cheler, #a- +$66,, \tica, CaparrCs >ditores, #adrid/

&rave, Carme +$66,, >l niRo y sus valores, 3>=C*>\, Bil"ao/

&ru'er, Ficholas +45$,, ]Zu es un niRo1, >diciones #orata,
#adrid/

&uvilla Rayo, @os +445,, >ducar en derechos humanos, >ditorial
CC=, #adrid/

Kur"ano 3Daz de Cerio, @os *uis +$66,, >ducaciCn para la
convivencia y para la paz/ >ducaciCn primaria, Fondo de
Pu"licaciones del !o"ierno de Favarra, #adrid/