In education as in so many other aspects of life there are no absolute truths, much less there must be, impositions of those in which one believes.
The project A village called Wandié is a way of understanding education in which what is prioritized as learning is the understanding of the continent, that is, people, over content, everything that boys and girls do not always have It is clear that it serves and that we teachers misguided in convincing them, as a dogma of faith, they have to learn.
It is not about persuading anyone towards any method, just exposing an educational experience in which the main thing is to make everyone, children, parents, teachers, teachers, go to school happy, knowing that happiness , is the key element of learning.
In the classroom always present the following thought:
“Happy children and children, safe learning”
In schools, as a rule and however much you believe otherwise, a climate of real coexistence is not favored, from your own interests, because most of the time, the responsibility of the students with respect to that community of which form part, is not encouraged by promoting values that have to do with their own perceptions, but imposed on them, and when speaking to them about the need to be responsible they are usually considered as something that supposes a resignation and rarely as something that enhances their Desires to collaborate for common objectives, because equally every objective is always imposed.
The human being, and especially in the early stages of life, is curious by nature and that is one of the keys to evolution, development and education.
Infusing values that promote creativity and personal initiative is essential to get children’s desire to learn.
We must avoid that our boys and girls are like shadows
In general, there is a lot of resentment to the emotional involvement in schools, it is true that it wears out a lot, but it is also true that it provides extraordinarily positive returns, not only in moments of pure learning, but more importantly, and in addition It is the true workhorse in the classrooms, in the question of the commitment and delivery of students with respect to their teachers.
Our project to reach its challenges is on the road of discovery, especially of other social, cultural, religious, or simply personal concerns of other groups of people, and thus learn to put yourself in the shoes of others; Yes, that we so often inculcate our boys and girls to resolve conflicts “put yourself in the place of the other.”
A positive collateral effect of this educational spirit of the project is to facilitate the resolution of conflicts, which is imbued with an inclusive and inclusive character that considers diversity not as an exclusionary term, that has to do only with certain groups, but as a characteristic inherent to every human being, we are all part of diversity, taking into account that difference unites us.
We have become accustomed to wanting to see outside, what can only be seen inside, and when we do that we discover that we are made of the same human material.
In order to carry out this project, the collaboration of a set of Centers very different in their nature and origin, located in very different areas, with very different environments and with students of great diversity, has been fostered.
Colleges and Institutes of Spain, Mexico, the United States, Senegal …
We live in the Communications Age, and today they allow us to establish these links and ties that we have to take advantage of so that the educational phenomenon acquires a new horizon.
All this gives a new profile to the nature of the schools that are the reflection of an increasingly globalized world, but that still suffers from a true cultural universalization that allows us to contemplate the differences as an agglutinating element and approach to look for spaces from the what to collaborate and share.
All of this can make it easier to show our students that these realities, what separates us and what unites us and feel protagonists of a project that aims to be an enhancer of individual and collective values.
It is true that the social and cultural is a phenomenon that differentiates us, often producing comparative grievances product of the conditioning and stereotypes imposed by the ruling groups but there is an element that equals us all, love, emotion to teach and for learning, and of that in the schools we are responsible masters and teachers, but above all taking into account starting from the reality of others, that of our children and not of their own, for me, a gross error in which we fall more than we are willing to admit. Once this is understood, it is important to reverse that process in our students, that is, to contemplate the differences as part of the group we all belong to and accept them as a natural fact that enriches us as people.
A total of 16 schools and Institutes have been what has collaborated in this project, with a fundamental characteristic, the variety of the participating students in terms of what has already been exposed, different nationalities and social realities, and also different ages and stages: infant, primary , secondary, baccalaureate, vocational training, special education schools, centers with students of special educational difficulty.
At the same time, a cooperative action organized among all the participating centers has been carried out, in which the real protagonists have been our students, and therefore, the families, who have thus been involved in the project since personal commitment and at the same time observing how their own children were an active part of it.
In this way we have tried to respond to our commitment to create a network of solidarity schools, aimed to direct this work in the help of sister schools in the Senegalese towns of Wandié, Passy and Nguecokh, with which in addition to educational and cultural exchange , a key element in the whole process followed in the project, there has been a channel of help, since they have been able to provide educational, health and sports materials as well as an economic endowment, result of the different actions carried out from the schools themselves like flea markets, solidarity concerts and personal contributions, which has allowed them to carry out such basic works as the construction of a well that allows them direct access to water, the installation of power lines,In the Passy school, they lacked electricity or the creation of a new classroom for children that also allows access to school for more children of the population.
In the image, expedition of teachers from the participating centers prepared to start the Senegalese route, loaded with the materials obtained for our African friends.
Another of the challenges reached, and of which we are very proud, has been the donation of some 250 books to found a Spanish library in the Passy Population Institute, where a “Hispanic Circle” has originated. way it helps to promote the knowledge of our language and to open new ways of communication and interaction.
Important has also been the collaboration and support of very prominent institutions such as the municipalities of Casas de Belvís, Extremadura, the province of Cáceres, or Leganés, city of which we always place flags in the localities that have received us, to establish a twinning, contributed by the Town Hall.
Private entities such as the Club Deportivo Leganés football team have donated sports equipment.
All of which has resulted in the credibility of a project that has among other things its pretensions, that of not only circumscribing the school environment, but that transcends the walls of the classroom, that of the school campus itself and that expands to different contexts, such as a way of conceiving education globally, so that our students feel that education is inherent to our condition as rational beings and that the best way to conceive it is in a practical way and applied to reality.
And the most beautiful thing is to be able to say that this project generates expectations, that at the end of the course motivate our boys and girls, our boys and girls, and their families to ask what new activities and actions we will carry out next year.
That is to love education.
INNOVACIÓN EDUCATIVA: "Una aldea llamada Wandié", un proyecto internacional de 16 centros educativos by Antonio Ferrándiz Revuelto