Education systems have undergone great changes over the past 40 years. Along with the massification of the offer, education has become dehumanized, strongly influenced by mercantilist logics which have associated quality only with cognitive learning. The emphasis on subject matter and the neglect of holistic education inhibits the development of identity.
Schools today are more like a production line than a community of people seeking human growth and development. Like any production line, the objective is to obtain a “product” that is as homogeneous as possible and which can be evaluated in the successive quality controls which are applied over the years. For example, the SIMCE and the PDT.
A homogeneous product makes it possible to make comparisons which, in the case of individuals, are always odious and discriminatory. The idea of a “good quality product” in education, measured by standardized tests, has turned out to be a perverse incentive for educational communities. Teachers and education professionals have put the education and socio-emotional development of their students on the back burner. Moms, dads and parents focus their attention on what they believe to be financial security. In addition, children and young people see school as a boring obligation and limiting creativity.
Instead of a “standard product”, at the Fundación Semilla we promote the formation of unique individuals through pedagogical support methodologies that open spaces for children and young people to progress in the development of their own traits or individual characteristics that allow them to stand out from others in a group. In other words, in the development of their identity.
Schools that assume their educational role in a holistic way become protective factors because the development of identity makes it possible to value oneself and to recognize oneself as unique in the group. Without identity, there is no sense of belonging. Without an identity, you are invisible to others.
Whenever I talk about identity and a sense of belonging, I remember heartbreaking testimonies like that of a boy: that of a girl: “making love makes me feel like it is important to me. “.
It is not a question of rejecting the learning of mathematics, reading, writing or other subjects, but of reducing the contents in order to have more time to humanize education. To have spaces to dream and create, to speak and think, to play and sing, to meet other people and recognize each other.
Putting children and young people at the center and the first priority is much more than getting good scores on the transition test (ex PSU and ex PAA) and as long as the political authorities do not change their educational paradigm, education will continue to slow down the development of identity and a feeling of belonging with the disastrous consequences that this implies for society as a whole.