An Education for Life: Re-meaning of Integral Education Projects

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10387

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Published: Jan 24, 2024
Issue: Vol. 42 No. 1 (2024): Avances en Psicología Latinoamericana
Section Artículos


Keywords: Resignification educational projects education for life comprehensiveness complexity

Main Article Content

Authors

  Patricia Unger Raphael Bataglia
Departamento de Educação e Desenvolvimento Humano e Programa de Pós-graduação em Educação, Universidade Estadual Paulista, Marília, SP, Brasil
  Cristiane Paiva Alves
Departamento de Fisioterapia e Terapia Ocupacional, Universidade Estadual Paulista, Marília, SP, Brasil
  Farid A. Carmona Alvarado
Facultad de Ciencias Jurídicas y Sociales, Universidad Simón Bolívar Barranquilla, Colombia
  Lizeth Reyes-Ruiz
Facultad de Ciencias Jurídicas y Sociales, Doctorado Psicología, Universidad Simón Bolívar, Barranquilla, Colombia

Abstract

Education focuses on the cognitive training of students. In a movement contrary to what is established, we consider the school as a place for the development of citizens with comprehensive training, where there are possibilities to learn to take care of themselves, the other and the planet. A citizenship education covers issues that are intertwined in a complex way, and it is this perspective that we use to analyze the formative, socio-environmental experiences lived in a primary school that goes through a process of Resignification of Education. These actions began with the continuous training of teachers on cooperative learning and moral development. In this context, the students showed interest in carrying out projects with socio-environmental issues. Values ​​such as affection, cooperation, honesty, respect, responsibility and solidarity were worked on. In the projects, they had the opportunity to build social and moral experiences that implied the development of autonomy. Understanding their responsibility for the well-being of the community where they live and also for the future of the planet. The actions that began in the thinking plan of some enthusiasts of a new education, took shape in a short period of time, the socio-environmental projects were designed and built on the initiative of the actors of the school. These projects reached the community, demonstrating that it is possible to build citizenship education and achieve environmental awareness through projects that make sense for the school community.

How to Cite
Unger Raphael Bataglia, P., Paiva Alves, C., Carmona Alvarado, F. A., & Reyes-Ruiz, L. (2024). An Education for Life: Re-meaning of Integral Education Projects. Avances En Psicología Latinoamericana, 42(1), 1–15. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10387
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