1. DISTRICT SECRETARIAT OF EDUCATION -SED- DISTRICT SECRETARIAT OF EDUCATION -SED- Bogotá 28th of March 2014

2. Curricular Integration of Citizenship and Civic Coexistence A commitment for life, a commitment of the city

3. Index What are the realities to transform? What do we do? What do we provide through these commitments? What lessons have we learned along the way? Challenges

4. What are the realities to transform? Disruption of strategies and projects within the schools Curriculums focussed on Knowing (academic knowledge) School practices limited to the classroom and heirarchical power relations School climate that complicates relations of civic coexistence

5. What do we do? Comunidad Facilitar nuevas metodologías, prácticas y escenarios de aprendizaje. Construcción conjunta de convivencia, a través del manejos de los conflictos y la lucha contra todas las formas de violencia Empoderar sujetos que a través de distintas formas de participación y movilización desarrollan capacidades ciudadanas. REFLECTION ACTION PARTICIPATION Citizenship Capabilities Learning community

6. What do we provide through these commitments? Learning path

7. What do we provide through these commitments? Implementation of the Learning Path Toolbox Analysis and updating of pedagogical frameworks Pedagogical guidelines Curriculum for academic excellence BEING Tests (Pruebas SER) INCITAR Centers of Interest Institutional PIECCs

8. Lineamiento Pedagógico

9. Being Tests (Pruebas Ser) Examples of questions QUESTION 3 In various schools in Bogota there has been harassment and abuse towards students because of their race, sexual orientation or socioeconomic status. In the face of this situation, schools should: A. Punish or expel the students who mistreat their classmates. B. Organize youth groups that promote respect for difference. C. Relocate the mistreated students to schools where they will be more accepted. QUESTION 3 In various schools in Bogota there has been harassment and abuse towards students because of their race, sexual orientation or socioeconomic status. In the face of this situation, schools should: A. Punish or expel the students who mistreat their classmates. B. Organize youth groups that promote respect for difference. C. Relocate the mistreated students to schools where they will be more accepted. QUESTION 5 In the localities of Bogota there are different groups for sports, environment and art, among others, in which youth from different backgrounds participate and share. The role of these groups is to: A. Create opportunities and spaces for people with similar tastes to share. B. Harness and use the time in games and fun activities. C. Do work that supports community development. QUESTION 5 In the localities of Bogota there are different groups for sports, environment and art, among others, in which youth from different backgrounds participate and share. The role of these groups is to: A. Create opportunities and spaces for people with similar tastes to share. B. Harness and use the time in games and fun activities. C. Do work that supports community development.

10. N°ResponseCapabilityEnvironmentIndicator 1C Duties and respect for the rights of others Individual Evaluate the challenges and potentials posed by power relations in which I am immersed. 2BIdentitySocietal Recognize and value the importance of history and memory in the construction of collective identity in the social sector to which we belong and in society in general. 3BIdentitySocietal We are organized as youth groups within the school or in the community to promote citizenship and civic coexistence. 4AIdentitySystemic We promote actions that identify and change stereotypes that exclude, segregate or discriminate against persons because of their differences. Being Tests (Pruebas Ser)

11. CENTERS OF INTEREST

12. Centers of Interest Recognizing and valuing the self and the relationships pertaining to the territory, other people and their contexts. Youth making projects from their critical vision of the territory through communication for social change and mobilization. Investigate myths in the school and territory to develop our identity. Paziando Address themes that help us strengthen sense of life, participation, civic coexistence, emotional management, governance, self- governance and conflict resolution. Between myths

13. Pegagogical frameworks

14. Individual Dimension Systemic Dimension Societal Dimension Innovation of methodological and didactic tools that provide citizens with learning is necessary The interest of people translates into openness, participation and transformation Recognition of local contexts, experiences, and knowledge What have we learned along the way?

15. Appropriation and use of the Toolbox in educational communities. Implementation of Centers of Interest in citizenship Positioning BEING Tests (Pruebas SER) to assess dynamics of learning and capabilities in art, sport and citizenship. Challenges Individual Dimension Systemic Dimension Societal Dimension

16. Critical and active citizenship, able to transfor realities according to their dreams, desires and expectations Thank you!