A prioritization of “useful learning” at dizzying speeds, the formation of highly productive individuals at an early age and the unlimited access of children to the media, among others, has left thousands of adolescents victims of eating disorders, school violence, high suicide rates, and especially a maltreatment scheme that advances to its own legitimacy in the personal interactions of early childhood. For the above reasons and in view of our particular reality, it is necessary for parents to redirect their school searches, for teachers to resist practices that in their reflections find obsolete and propose new ones, and especially that our children receive an education based on equality, not on being educated, but a public education that guarantees its potential development with the same opportunities that private education provides.
Now, how is the school seen from a perspective that is close to the needs of boys and girls? The following are some characteristics:
- Growth occurs autonomously, individually and artistically.
- It is a space of experimentation of reality from various codes.
- The child is offered experiences to test and affirm different modalities of contact.
- It is not a school of knowledge, or even specific skills (reading, writing, numeration) whose achievement is imposed as a universal condition and purpose, but an experiential school of sensory and relational expansion of generic intellectual openness.
- The teacher is able to create a climate of affection, compression and acceptance.
- It seeks to give meaning to the daily experience of the subject in the affective and cognitive senses.
- Part of an attentive observation of the student.
- It does not make the child jump in any of its developmental stages.
- Works hand by hand with parents
- There is a purpose with the activities that are carried out through the programming and the curriculum.
The characterization of the school that children need today is reflected on the Milwauke project, where it was corroborated that experiential environments influence the potential development of early childhood more effectively than traditional methods, on the other hand one recalls an experience in the second world war, where shelters for babies lost many of their childrend because although nurses could provide them with essential care, they did not have the possibility to guarantee an environment of affection, sweetie and tenderness.
It is important to emphasize that the fact that a school bases its exercise in the previous aspects does not mean that it is a school without particular purposes, given directionality and intention, but quite the opposite, what happens is that there is an intention driven by interest of boys and girls who land in agreements, activities and playing times that lead to develop their potential skills.
Finally, emphasis is placed on the conception of the traditional scheme as a system that broadly:
- Helps to legitimize models of social inequality
- Homogenizes its students, and with this fact denies them.
- The interests of the children and the learning rhythms (among others) are not taken into account in the moment of development.
- It is guided by the ideals of the great industries that pretend to form labor power and not critical, happy, autonomous and free human beings.
- It does not surpass the colonialist and patriarchal model that roars in schools since the voice of the students is not heard and the teacher is the only central person in the processes of teaching-learning.