FOUNDATION

In this space, we wish to reflect on those actions that girls and the
children think that they are their own in everyday life and that they want others to
respect and recognize.

Those knowledges, those feelings, and those actions that girls and boys want to
are simply called rights. We have decided
break into grammar and write this word differently: der-
facts, because they actually exist to the extent that they become
in concrete facts within the daily lives of children.

Rights and duties are nothing more than guidelines for social life.
the children and for this reason they cannot be alien to their universe; these
Rights and duties must be filled with affection and especially with meaning.
for them.

Humberto Maturana says that we should not teach values, we should

to live them, we don't have to teach cooperation, we have to live it from respect for
itself that arises in living together… The emotion that underlies the social and
What makes coexistence possible is love, understanding love as the
space of interactions that recognize the other as a legitimate other in the
coexistence.
In this way, one does not need to teach rights and duties; one must feel them.
live them.

We will work to understand your rights and your guidelines for coexistence.
in school, at home, on the street, in friendship, in relation to the
nature, with the media. If as adults we go
by recognizing them we can generate more authentic processes of
identification with them.

This process in the School is essential to strengthen the action

educational and promote democratic coexistence that we are sure will
build from the microsocial, that is, from the small moments of
coexistence
On the threshold of the 21st century, the search for ways to improve the
The quality of education is a globally important issue.
One area of focus has been values, attitudes, and behavior.
and how to develop these aspects of character in a positive way
effective.

What power do we grant the individual to choose their own scale of

values?

This project focuses its attention on the twelve universal values, offering
an individual perspective to create and maintain a positive change that
facilitates work in workshops and group activities.

THE IMPORTANCE OF VALUES

The importance of values is on everyone's lips today, as both
educators like parents and children are increasingly concerned and
affected by violence, the growing social problems, the lack of
respect for others and the world around them, and the lack of cohesion
social.

As reported by the UNESCO Commission, led by Jacques

Delors, in Learning: The Treasure Within: "To
facing the many challenges that the future holds for us, humanity sees
In education, an essential tool to strive for ideals.
of peace, freedom, and social justice. The Commission does not see education as a
miraculous cure or a magic formula that opens the door to a world in
that all ideals have been realized, but as one of the main ones
available means to promote a more human development approach
deep and harmonious, in order to reduce poverty, exclusion,
ignorance, oppression and war" has occurred as a response to the
call to values.
The objective of this project is to promote among children and parents the
exploration and development of values based on 12 values
universales clave: Cooperación, Libertad, Felicidad, Honestidad,
Humility, Love, Peace, Respect, Responsibility, Simplicity, Tolerance and
Unity.

It is intended that they feel more motivated and show an increase in

his most positive and cooperative social and personal skills.

PURPOSES AND OBJECTIVES

The purpose of the project is to provide a guide to tools

para el desarrollo de la persona, reconociendo su dimensión física,
intellectual, emotional, and spiritual.

GENERAL OBJECTIVES

• Contribute
to the formation of a critical, responsible citizen,
autonomous within the framework of human rights.

Teach to act with independence of judgment and critical thinking to

analyzing facts, actions, and opinions, developing attitudes of
respect and appreciation for other people.

• Buildingrules of coexistence, respect for differences,

cooperation, solidarity, and participation in democratic life.

SPECIFIC OBJECTIVES
Help the individual to think and understand the different values and the
practical implication of its expression in relation to oneself, others,
society and the whole world in general.
 • Deepen understanding, motivation, and responsibility
regarding personal and social decision-making.

• Inspire the individual to choose their personal and social values,

moral and spiritual, and to learn practical methods to
develop them and delve into them.

• Encouraging parents and/or guardians to have a view of education as

provider of a philosophy of life for the student, that facilitates them
its growth, development, and decision-making so that they can
integrate into society with respect, trust, and commitment.

The importance of values is on everyone's lips, as

educators, parents, and even children are increasingly worried and
affected by violence, the growing social problems and the lack of
social cohesion.

These twelve key personal and social values are:

Cooperation
Freedom
Happiness
Honesty
Humility
Love
Peace
Respect
Responsibility
Simplicity
Tolerance

Unit
 LEARNING STRATEGIES

The rules and self-regulation.

In early childhood, children conform to the norms because they are
established by the authority of adults, although at times not.
understand their meaning.
If we want children to be quiet, it is enough to impose the rule.
But we will need a more delicate training process if what we
we propose that children learn that the meaning of the norm is founded
en el respeto a los demás.
Coexistence in school requires rules of order and respect that provide
a huge opportunity for children to learn how to
self-regulate behaviors, words, and feelings. In that sense, the norms
they can be extremely formative.
Self-regulation strategies aim for students to learn how to
to observe themselves and to model their behavior by setting goals
own.
The following is an example of self-regulation based on a norm
school

Norma: Maintain silence in class

Value: Respect
Reasons and Ask the students to speak out together about the reasons for
values: which it is advisable to remain silent in class
From the compiled list, highlight the value that is found.
behind the norm: respect for others so that they can
listen, concentrate, understand, etc.
Self-observation: Ask students to write down for one day in a
notebook every time they interrupt the class.
Self-regulation: Ask students to set personal goals
to improve its compliance with the regulation: keep
silence for half an hour, for example. The goals
They must be realistic and appropriate for each individual.
As can be seen, the logic of the activity is as follows:

• We have a rule
• The rule is justified for reasons
• Those reasons carry a value
• We observe ourselves to see how much
we comply with the standard
• We set commitments to improve our performance in
relation to the standard
• Every so often we review compliance with the
commitments

2. Narratives and exemplary stories

In the early years of primary school, children's behavior is oriented
to a large extent due to the search for affection and approval from adults, thus
like for the examples of the figures that are relevant to them. In the
childhood the exemplary stories and the
narrations.
In addition to facilitating the attention of students, one can resort to the
imagination, characteristic of literary text, to experience "in flesh"
"own", the experiences and feelings of the characters. The stories are
an opportunity to introduce the child into the cognitive and affective process
of value learning.
This is the basic strategy of the Calendar: around a brief
narration encourages children's reflection based on questions
reflexive. Logic is the next:

• The characters. Which characters acted correctly or not?

they have a
moral conduct
• That behavior Why do you think they acted that way?
reflects values
• The behavior How do you think the characters felt?
moral always
involves
feelings
• There are rules What would have been the correct way to act?
morals that
 they indicate what
is correct
• The story is Have you ever seen or lived an experience?
Can you transfer similar? How have you felt in situations
to the life of the similar ones?
students

3. Clarification and self-awareness.

Children have internalized a set of values as a result of their
previous experiences. A recommended strategy is to carry out activities
that clarify what the child values, what the values are
relatives and their community. This is a pathway that contributes to a better
self-knowledge.

Value: Friendship
Clarification Ask the students to talk about their experiences of
friendship
Who are your friends?
Why do they consider them their friends?
What do they do for their friends?

The logic of the clarification strategy is as follows:

• People have values.

• We identify our values.
• We identified the reasons on which we founded our values.
• We identify the behaviors in which we manifest those values.

4. The reflection on dilemmas and dialogue.

The greatest difficulty in acting based on values is that in life the
dilemmas do not always present themselves as choices between the good and the bad.
sometimes we have to choose between two values, such as friendship
and honesty.
From the early years of primary school, it would be necessary to raise the reflection.
about conflict situations. The hypothetical ethical dilemmas or those taken from
real-life situations are the quintessential activities in this
strategy.
Dilemma Ana and Verónica have been friends since they entered school. They
they want and share a lot of their free time. They have lived
they share experiences of all kinds, they comfort each other when they are
sad and rejoice in their successes.
One day Ana wanted to go to the movies with some friends but her mom didn't let her.
I give permission, so he told her that then he would go to Verónica's house to
to do a task. His mom agreed.
Ana did indeed go to her friend's house, spent some time with her and
then he decided to go to the movies with his other friends.
In the evening, when Verónica was about to have dinner, her mom
Ana called to ask about her. She was worried because
had not returned yet.
Reflection The students must say what the protagonist should do. Each
The student will reflect individually and write their response.
Should Verónica tell the truth? Why yes or why not?
Dialogue Identify the different responses of the students
Encourage discussion among students about the consequences
of each alternative
Subsequently, there will be a discussion that may start at
small groups or directly in the class
The activity of any of the following can be concluded.
ways: reconsider one's position, argue the position
opposite, summarize positions, find situations where the
the same arguments are in conflict.
Older students can be asked to identify the
conflicting values: honesty, friendship, loyalty, etc.

The logic of moral dilemmas is very different from the previous ones. This
the strategy is based on psychological theories of moral development:

• Moral development is related to cognitive development.

people and is organized in evolutionary stages.
• The discussion of dilemmas promotes the transition from one stage to a higher one.
through moral reasoning.
• In dilemmas, there is no single solution, there is no moral, what
the reflection of the problem is important
 • Each option has consequences for the person involved in the
dilemma you will have to face. The important thing is to identify them and reflect
about them.

5. The analysis of social situations

This strategy is very relevant for analyzing the situations in the world.
contemporary or historical facts: the problems of the environment,
the Mexican revolution, etc.
One can turn to the lessons from the textbook to reflect on
themes of the study programs. It is also useful for the analysis of
media: magazines, newspapers, websites, etc.
The goal is to recognize that values have consequences in life
people not only from an individual point of view but also for the
community, the country, and even for the planet.
The logic is as follows

• Social groups (families, communities, nations) have values.

• From a social point of view, there are shared values and values in
conflict
• There are decisions that affect social groups
• The dialogue between social groups is as necessary as the dialogue between
individuals

6. Experiential activities and formative experiences.

Definitely, the values that are learned are the ones that are lived.
Promoting dialogue requires that the classroom is a space where
se practica el diálogo. La tolerancia, el respeto y el resto de valores
Treaties must permeate the relationships between the teacher and their students.
Experiential activities are very important because they contribute to
to generate empathy with other people and to develop moral feelings.
For example, role-playing games can be useful for children and
girls try to put yourselves in the other's shoes.
Additionally, if conditions allow, it would be important for the
students engage in real-life experiences that lead them to
mobilize values: solidarity campaigns, meetings or
correspondencia con niños de otras escuelas, tareas de mejoramiento de la
school and community, etc. The goal is to put values into practice.
The logic is as follows:
oPeople have feelings
oI imagine and try to perceive the feelings of others.
o I do what I can to prevent others from suffering.