Aprender a enfrentar los riesgos sociales. Programa Escuela Segura en México, 2007-2015
In this chapter it is divided into three sections. The first explains some ideas of the management of school violence from the conceptual perspective of zero tolerance to control and punish antisocial behaviors and the approach of preventive pedagogy to promote the ethics of care in the educational...
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | español |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/2973 |
| Acceso en línea: | http://ricaxcan.uaz.edu.mx/jspui/handle/20.500.11845/2973 http://dx.doi.org/10.48779/ricaxcan-83 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA [4] Riesgo social Escuela segura Entornos protectores |
| Sumario: | In this chapter it is divided into three sections. The first explains some ideas of the management of school violence from the conceptual perspective of zero tolerance to control and punish antisocial behaviors and the approach of preventive pedagogy to promote the ethics of care in the educational community. The second reviews the case of the Safe School Program, which was created in 2007, which has as its central purpose that students learn to prevent, detect and ask for help in the face of risk situations from their immediate environment. And the third, makes a descriptive approach to two guides of this Program: I value myself and learn to take care of myself and I learn to choose well to develop better, aimed at groups from third to sixth grade that the Ministry of Public Education edited in 2010 to promote a pedagogy of the prevention of risks and physical and emotional damage in childhood. These guides affirm that a safe environment is one in which 131 people find affection, care, protection, possibilities for intellectual, emotional and moral development. It is argued that the home, school and community build protective environments for infants; that the development of skills such as self-care, self-esteem, resistance to pressure, management of emotions, among others, are a substantive part of the ethics of care, which opens the possibility of preventing future damage or repairing damage from the past. |
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