A School For All
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A School For All A School For All Presentation Transcript

  • A SCHOOL FOR ALL
      • SPEAKERS
      • Nieves Ramírez Delgado
      • Isabel Mª Gaspar Samaniego
  • THE CULTURAL DIVERSITY
  • ¿THAT IT IS THE CULTURAL DIVERSITY?
    • “ This diversity manifest in the originality and the plurality of the identities that characterize the groups and the societies that compose the mankind. Constitutes the common heritage of the mankind and has to be recognized and consolidated in profit of the present and future generations”.
    View slide
  • THE DIVERSITY IN THE SCHOOL POSTMODERN
    • All the children's have to learn always that it was possible, independently of his personal conditions.
    • The School has to recognize then the existence of an enormous variety of biological conditions and society culture that manifest of an individual and only way for each educating.
    • The final aim is to guarantee the personal realization in a field of security, democracy and full exercise of the citizen rights, protecting to the most vulnerable and preparing to all for a plural world.
    View slide
  • FUDAMENTS FOR PEDAGOGY OF DIVERSITY
    • WHAT THERE IS
    • Educator and educating passive.
    • Instruction.
    • Ingenuous vision of the reality.
    • Absolute truth.
    • Repetition and social "adjustment".
    • To teach(show), to memorize, to impose.
    • Submission, obedience.
    • WHAT WANT TO
    • Educator and active student.
    • Building of knowledge.
    • Diversity.
    • Transformation.
    • Social construction and " increasing adjustment ".
    • Think coherent.
    • Solidarity, collaboration, social responsibility.
  • GLOBALIZATION
  • EDUCATION FOR THE GLOBALIZATION
    • LENSES:
    • Accept and respect the cultural diversity, going in a dialogue intercultural.
    • Develop competitions and personal and social strategies to do front to a social frame changing, complex, diverse, individualist and global.
    • Work values of tolerance, solidarity with other expositions, points of view and approaches different from the own(proper) ones.
    • Promote the quality of the educative systems in base to the situation of the proper context and in function of other international parameters.
  • EDUCATE FOR THE GLOBAL CITIZENSHIP
    • The Education for the Global Citizenship bet by:
    • The respect and the assessment of the diversity like source of human enrichment.
    • The defense of the means ambient.
    • The responsible consumption.
    • The respect of the Human Rights individual and social.
  • INTERCULTURAL
  • INTERCULTURAL EDUCATION
      • "An educational model who propitiates (causes) the cultural enrichment of the citizens, departing from the recognition and respect to the diversity, across the exchange and the dialog, in the active and critical participation for the development of a democratic society based on the equality, the tolerance and the solidarity ".
  • LENSES OF THE INTERCULTURAL EDUCATION
      • 1. To promote the living together and the cooperation between all the pupils:
      • a) To help to describe the cultural similarities that exist between the different races.
      • b) To stimulate the learnings and games of cooperation.
      • 2. To promote the equality of academic opportunities.
      • a) To look for the maximum school performance of all the pupils, of preference to the belonging ones to minority groups.
      • b) To consider the cultural discontinuities between the daily experiences of the pupils of minority groups and the own(proper) ones of the school curriculum.
      • c) To plan adjustments curriculares normalized to be able to answer to the different capacities, motivations and styles of learning, without lowering the basic levels.
  • MODELS OF EDUCATION INTERCULTURAL
      • 1. The programs that they mark the beginnings.
      • 2. The programs of Compensatory Education.
      • 3. The programs of antiracist education.
      • 4. The programs to recognize the discrimination and to face her.
  • SOCIAL SKILLS AND RESOLUTION OF CONFLICTS
  • SOCIAL SKILLS
    • The skills (Lopez, 1997) we understand them as instrumental capacities that favor the social efficiency and the interpersonal relations, therefore it is important that it looks after itself and is trained in the skills for a better communication and living together.
    • What qualities are more positive for the performance of our task? (Trianes, 1997):
      • To demonstrate respect and education to the pupil.
      • To value it individually.
      • It to help in his personal problems.
      • It to help in his academic problems.
  • SKILLS
    • Scout activates.
    • Empathy.
    • Self-control.
    • Negotiation.
    • Mediation.
    • Resolution of problems.
  • RESOLUTION OF CONFLICTS
    • Definition of the program of clear and concrete form.
    • To look for alternatives to the problem, without judging before these " possible solutions ". To try to be creative.
    • To analyze each of these alternatives and to evaluate them, that is to say, to see the advantages and disadvantages.
    • To decide which of these alternatives and to evaluate them, that is to say, to see the advantages and disadvantages.
    • Put into practice the chosen one. If this one turns out to be unsuccessful, to initiate the process.
  • RESOLUTION OF CONFLICTS
    • Martin (1997) proposes different activities:
      • Individual: activities of self-knowledge.
      • Small groups: exercises affective and cooperative work.
      • Group class: assemblies.
      • School: agreements shared on questions of discipline.
  • STRATEGIES
  • STRATEGIES: To begin … the curriculum: lenses, areas, contents
    • TO CHECK:
    • Minimal contents that the educational Administration regulates.
    • Programmings.
    • That the attitudes and values are explained and they work in a transverse way.
    • TO INCLUDE:
    • Multicultural perspective in the different areas.
    • Topics of other cultures.
    • TO SUPPRESS :
    • Cultural stereotypes (in the illustrations or the texts) discriminatory.
    • Language Focuses of superiority or etnocentrista of the majority culture.