Presentación del tema: "SOCIAL CAPITAL: A WINDOW TO THE CIVIC AWARENESS OF LATIN AMERICAN COLLEGE STUDENT Grisel Vallejo y Olga Oliveros."— Transcripción de la presentación:
SOCIAL CAPITAL: A WINDOW TO THE CIVIC AWARENESS OF LATIN AMERICAN COLLEGE STUDENT Grisel Vallejo y Olga Oliveros
FACULTY OF EDUCATION UNIVERSITY OF CARABOBO VENEZUELA
INSTITUTIONAL NEED A new infrastructure equipped with all amenities and services, has been in very short time a clear damage in common areas such as bathrooms, hallways, air conditioners, desks and others.
Answer: work two elements of social capital: * The Civic Engagement * The ability to group synergy (Slogan: "FACE IS ME, IT IS YOU AND WE ARE ALL") The of school of Education Principal requested an intervention to strengthen the social capital of new students:
SOCIAL CAPITAL DEFINITION Pierre Bourdieu (1980) (2001) It is defined as a set of rules, institutions and organizations that promote trust and cooperation between individuals, communities and society as a whole. Social capital is the set of actual or potential resources, linked to possession of a durable network of relationships, social integration, networking and expectations of reciprocity.
Kliksberg (2001) *Confidence *Civic Engagement *Ability to group synergy *Ethical values Bernardo Kliksberg BERNARDO KLIKSBERG CAPITAL SOCIAL ELEMENTS
We used a summary of the method CRESE, Social Growth through Education, in light of the postulates of the theory of revaluation of Otherness (Vallejo, 2006)
Cuatro aspectos relacionales referenciales Indanar (Individualismo anárquico) Reflexión Revalter (revalorización de la alteridad) TESIN y TESCOL (Tejido social individual y tejido social colectivo) TEORIZACIÓN: LA REVALORIZACIÓN DE LA ALTERIDAD
The Method CRESE,(Social Growth through Education ) Objective: Teaching in an orderly and systematic way to reflect on the revaluation of the other as congener, in order to promote social growth
The method proposes five stages: FIRST MOMENT Understanding of relational process as presented in consciousness I reflect about myself and how I interact with the other.
SECOND MOMENT Revaluation of the other (otherness), promote equality and respect with regard to the other, is revalued as your self.
THIRD MOMENT Sense of harmony in the coexistence In this way I want the other, like me, enjoy the goods, services and natural resources, in close relation to the sociocultural context.
FOURTH MOMENT Increased individual and collective social net Encourage personal alliances, which strengthened relational individual tissue, then will start the same process for the collective tissue
FIFTH MOMENT Strengthening the capacity of the group synergy Open the range of possibilities for participation in university spaces
CRESE The method was applied in five consecutive sessions lasting two hours each, in thirty-four sections of freshmen in the first half of two thousand nine, with a frequency of once a week.
There were a collaboration of thirty-four teachers who served as facilitators. There were two training sessions in the method and were given a manual autoinstruccional to follow step by step the five sessions for the implementation of the method, the estimated extra session closed.
CONCLUSIONES Se evidenció la reflexión de los estudiantes al final de la intervención con su participación espontánea en la recuperación de espacios comunes. Se espera un tiempo más largo para conocer el impacto de la aplicación del método en el fortalecimiento del capital social de los estudiantes. Se estima que esta experiencia pudiera aplicarse en realidades similares en el contexto Latinoamericano