Aprender a vivir seguro en la escuela primaria: una pedagogía de la prevención en México
This research makes a descriptive approach to three guides published by the Ministry of Public Education in 2010 to promote a pedagogy of the prevention of risks and physical and emotional damage in childhood as part of the technical strategies of the federal project Safe School Program that began i...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | español |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/3008 |
| Acceso en línea: | http://ricaxcan.uaz.edu.mx/jspui/handle/20.500.11845/3008 http://dx.doi.org/10.48779/ricaxcan-118 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA [4] Vivir sin riesgos Pedagogía de la prevención Entornos protectores |
| Sumario: | This research makes a descriptive approach to three guides published by the Ministry of Public Education in 2010 to promote a pedagogy of the prevention of risks and physical and emotional damage in childhood as part of the technical strategies of the federal project Safe School Program that began in 2007. In this Program living safely and without fear was projected as a right, consequently, the teaching of care became an educational goal. The guides in question are: I value myself and learn to take care of myself, I learn to choose well to develop better and How to build protective environments? , aimed at groups from third to sixth grade of primary school and mothers and fathers of this student sector. These guides affirm that a safe environment is one in which 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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