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formative role in the electoral context
For Chiroque Sigfredo
Posted in Blog

formative role in the electoral context

The election issue is on the agenda of the country. Daily, the media report and comment on the finalists. Even in everyday dialogues are on the agenda, the issues of presidential elections.

In this context, about 8 million enrolled in Basic Education (1) are outside the electoral environment. Thus, it is important to take this opportunity for learning.


STUDENTS WITH ID
1. A task context should be to promote that 100% of our children have their National Identity Document (DNI).

According to official figures, December 31, 2010, we had about 3'559, 170 Peruvians under 18 years still did not have their DNI (2). We estimate that this total does not have ID, a 2'740, 561 (70%) are enrolled in an institution of Basic Education (3).

2. It would be very important that, in this election period, all educational institutions to coordinate RENIEC to meet the goal of all our children have their DNI. The process should be accompanied with the explanation concerned about the personal and collective importance of having the identifying document.

STUDENT ORGANIZATIONS AND ELECTIONS

3. Import organizational form habits in our students. They and they should feel and realize that, to resolve any problem or achieve some goal, there is an imperative systematically grouped. The need to organize should become a "habit" in our students.

4. There are many experiences of our country student organization: Municipalities school student councils, Ronderitos School, Science Club, etc.. Teachers and managers throughout Institution Education should encourage students to organize them / as themselves, helping them to create their own organizations that meet their interests, laws drafted and approved by the students themselves. As these change, the bylaws must be subject to adjustments permanent.

5. The present electoral context should be used to review and / or conduct elections for student organizations at each school. The various processes used at presidential elections should be discussed by the students themselves critically and creatively assume that they think relevant. There are examples where there are educational institutions: a jury elections, regulations, nomination, candidate debates, polls, delegates, elections in Chamber of Secrets, vote counting, etc..

DEVELOPMENT OF CRITICALITY

6. In Early Childhood Education in Primary and Secondary Education throughout, it is possible to develop "criticality" as a category that goes beyond the "critical thinking." In the latter case, only responds to a "cognitive teaching", without realizing that there is also a "pedagogy of indignation" (Paulo Freire) and "pedagogy of tenderness" (Alejandro Cussiánovich) or criticality also needs to be made in organized action alternative.

7. A purpose of the current presidential election, we postulate that this context can be exploited to develop criticality (cognitive, affective-evaluative and organized actions alternate) in four well-defined fields:

*
Criticality on some aspects of candidates Programs ;
*
criticality of some statements and gestures of the candidates;
*
Criticality on the behavior of the media about the candidates;
* Criticality
about ways in which people receive or respond to media campaigns.

8. In various areas of the curriculum is possible to address all or part of the four areas outlined above. The formative role of all teachers should materialize, by the way the current context. It is not dogma on students generate, but rather a healthy criticism in a mature perspective to promote citizenship, seeking to build a Peruvian society more humane and just.