The axes that articulate the pedagogical proposal are closely linked to the challenges that emerged at the Bicentennial Flight Thinking Table. Thus, in the recognition of the power of language, research, Pedagogy by Projects, critical and scientific thinking, the use of new technologies and ethical training become the transversal axes that articulate and take shape in the pedagogical proposal of the Gimnasio that is reflected in the curricula and activities carried out in all fields of knowledge.
Language is indissolubly linked to the essence of the human. There is no activity that is not mediated by it; thanks to it, the human being interprets reality, takes possession of it, constructs meanings and builds himself as a subject. Through this characteristic, human beings elaborate their representations of natural and social reality, build knowledge, communicate among themselves and recreate their realities through the creation of possible worlds. For these reasons, language is the backbone of the pedagogical practices of all the subjects that make up the school’s curriculum.
Language is made concrete through the tongue. That is why the school recognizes the importance of learning the mother tongue, but also other languages from a discursive approach that broadens the horizon of the world. We take up Halliday’s (1982) approach that “we do not only know our language […] as an abstract system of vocal signs, or as if it were a kind of grammar text with a dictionary attached; we know it in the sense of knowing how to use it, we know how to communicate with other people, how to choose forms of language appropriate to the type of situation in which we find ourselves […] we know how to behave linguistically“. (p. 23). In this sense, learning other languages implies recognizing the difference and understanding the ways of acting of the cultures. Therefore, the school is committed to a bilingual education in which the knowledge of new languages enables the understanding of the close and global environment.
In the Gimnasio Moderno curiosity is the driving force behind inquiry. The aim is to foster a culture of research throughout the school life. We opt for a teaching that privileges research as a way to transform the educational act and to situate the importance of reading and problematizing local and global contexts.
The reading of the environment and the question are then fundamental aspects of the practices in the school. Therefore, in the different sections, spaces are made available so that through genuine questions, processes of investigation are initiated, which little by little become research exercises that allow the resolution of those disturbing and significant questions through authentic searches, which propitiate new understandings of the environment. Curiosity and a sharp perspective at the context become key elements in developing these processes.
The inquiry process begins in the Preschool with the Classroom Projects, is then strengthened in Primary and Lower Secondary with the principles of the Active School, and finally it ends in the last years of High School with the presentation of research projects and the deepening of vocations.
An education that has culture of research as a lighthouse allows an integral development, since it is:
- Unique: because the process begins from the questions of each student, taking into account their expectations, alternative concepts and interests.
- Contextual: because it is conceived and developed from the problematization of a determined space and time.
- Globalizing: because it aims to put into practice the knowledge built in an integrated manner to respond to the problem stated.
- Active: since the students are the protagonists of the knowledge construction process.
- Collaborative: because the process of interaction is necessary as well as the dialogue of knowledge, the exchange of ideas with peers and with diverse sources.
- Transformative: Because the development of research seeks to make knowledge relevant and useful, both for the student and for the community.
Research is an inexhaustible source of interrogations and transformation processes and shares with Nussbaum (2010) the thesis that we have to cultivate the imagination of young people so that they are able to see the world from a different point of view than themselves; one way to achieve this is through research.
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