¿Es posible la formación de personas éticas y comprometidas en la universidad? La asignatura de Educación para la paz y la igualdad en los Grados de Magisterio

Abstract

RESUMENLa universidad debería formar estudiantes bien informados, dotados de sentido crítico y comprometidos con la transformación social desde una ética universal basada en la solidaridad y en el bien común. Sin embargo, en la universidad actual predomina una visión utilitarista de la formación. La asignatura Educación para la paz y la igualdad se imparte en los Grados de Educación Infantil y Educación Primaria de la Universidad de Valladolid. Su finalidad es contribuir a la formación de personas éticas y comprometidas. En este artículo se analizan la potencialidad y los logros de esa asignatura. Mediante un estudio de caso en el que se utilizan entrevistas, observación no participante, cuestionarios, análisis de documentos y análisis de producciones del alumnado de la asignatura, se evalúa la valoración por parte de los estudiantes y la influencia que ejerce en ellos, así como los aprendizajes que genera. Se constata una mayor sensibilización, una mejora en la comprensión de la realidad global y el descubrimiento de estrategias didácticas para trabajar la paz y la igualdad en la escuela, pero sigue existiendo una actitud pasiva en buena parte del alumnado. Se precisa una educación contra el conformismo y la indiferencia.Palabras Clave: Formación inicial, Compromiso ético, Estudio de caso, Modelos de universidad.ABSTRACTThe university should educate well-informed students, endowed with critical sense and committed to social transformation from a universal ethic based on solidarity and the common good. However, at the current university, a utilitarian vision of education predominates. The subject Education for peace and equality is been taught in the Degrees of Early Childhood Education and Primary Education at the University of Valladolid. Its purpose is contributing to educate ethical and committed people. This paper analyzes the potentiality and achievements of this subject. Through a case study using interviews, non-participant observation, questionnaires, analysis of documents and that of student productions for the subject, assessment made by the students and their influence on them are evaluated, as well as the learnings generated by it. There is a greater awareness, an improvement in the understanding of the globalreality and the discovery of didactic strategies to work for peace and equality at school, but a passive attitude remains in many of the students. An education against conformism and indifference is needed.Keywords: Initial formation, Ethical commitment, Case study, University models.

Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts

“…This thematic classification reflected how conflicts were deeply rooted in the political, historical, and social contexts where they occurred (Davies & Heyward, 2019;Thornberg & Oguz, 2016). For example, the participating student teachers were aware of the need to promote an ethic of diversity and citizenship education (e.g., Banks, 2004;Torrego et al, 2018), and the tolerance of, and focus on, diversity, due to the presence of transsexual pupils and teachers. Therefore, social, political and media developments related to LGTBI-phobic bullying were addressed during the training programme, as well as the major debates on the Law for Real and Effective Equality for Transgender People that were happening in Spain at the time.…”

“…These approaches based on moral dilemmas, or an educational treatment of conflict, are usually accompanied by a socio-emotional approach that employs other methodologies (e.g., cooperation dynamics, dialogic literary gatherings). These methodologies foster awareness and an understanding of the global situation (Torrego et al, 2018), self-esteem, and (the fantasy and empathic concern components of) empathy (Palomera et al, 2017).…”

Service-learning in the Spanish university system. A study focused on course evaluation

“…The idea of 'service' in this methodology is simply the opportunity given to students to strengthen their own learning by implementing their theoretical knowledge and applying it to real situations. Evidence shows that service is also linked to the construction of civic virtues that, in the public sphere of civil society, favor the participation and active involvement of young people in tasks that are beneficial to the community (Bringle & Clayton, 2012).This is aimed at strengthening an educational path towards greater commitment and social responsibility of the university (Torrego, Martínez, & Sonlleva, 2018).…”

The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

“…There are various methodologies that are compatible with the purpose of merging the academic and the social. Service Learning is one of them [18], as is the inclusion in undergraduate degrees of the subject, Education for Peace and Equality [19], Education for Peace and Good Relations [20], education centred in Human Development [21], or acknowledging the role of the university tutor as an agent of change [22]. Even so, Service Learning enjoys a prominent position on campus as it has become part of the field of educational innovation [23], possessing a structure that is included in universities' new management policies, in the strategy known as University Social Responsibility, currently referred to as the concept, "sustainable university".…”