Undoubtedly, education is the answer to address the serious problems of inequality, poverty, unemployment, insecurity and violence that persist in our country. As people it allows us to reach our maximum cognitive, social and emotional development; and in turn, it guarantees us all the possibility of being able to live together in society.
However, schools are increasingly given the responsibility of addressing the various problems that arise in our country; and how not to be, if the school represents the main instrument of the government to educate citizens.
To remedy the social reality, civil associations have implemented interventions in public schools for many years through training programs in order to complement education on priority issues. As a result of the pandemic, these types of interventions seem to have increased exponentially, due to the power that information technologies have had to remotely reach all students in the educational system.
This has generated a perception of saturation of extracurricular activities in schools. It is enough to look at the many webinars and courses that abound in basic and high school schools, such as: healthy eating habits, sexual health, teenage pregnancy, care for the environment, non-gender violence, civic culture, culture democratic, entrepreneurship, digital skills, personal finances and so on we can continue with a long list.
Although this type of educational intervention stems from the good intentions of educational policymakers from non-governmental institutions, in very few cases is the result subjected to processes that assess the real impact on the change in behavior of the student population in the face of the phenomenon at hand. to intervene. That is why it is important to appeal to those who design and approve this type of intervention in the educational system, about how the saturation of this type of proposal could be diverting attention from schools, in the priority of every school. , to reach the maximum achievement of learning.
To be more specific, it is necessary to mention that most of these programs or courses arrive at schools as invitations that seem to connote a mandatory nature, which are attended during school hours to show their attention. With this, hours that should be destined to achieve the learning established in the common curricular framework of compulsory education are interrupted. Although everything adds up, the reality is that, in the face of a lack of programming for this type of activity and its relationship with the content and learning expected at the time of the school year, it represents in itself a deviation in the achievement of the learnings.
With the foregoing, it is not intended to question the quality of the programs designed by non-governmental institutions, which are mostly focused on generating key learning for life; but to emphasize that this type of good intentions mostly ends up generating a perception of saturation of activities by teachers and students.
The solution seems to lie in some good practices for the implementation of external educational interventions, which allow respecting the schedules established by the schools and, in short, strengthen the educational process. For example, linking the learning objectives of external programs with the expected learning of the subjects, at the right time according to the dosage of content and the teacher’s didactic planning. In this way, the institutions could schedule webinars in accordance with the expected learning of the subject in turn, thus complementing the content to be taught by the teaching staff.
Finally, it is important to mention that the opinion expressed in this text constitutes only the point of view of the schools based on the generalized perception about the phenomenon, but it may have the force of representing the beginning of the evaluations of the policies, programs and educational interventions carried out by civil associations and non-governmental institutions to try to correct the social, economic, political and cultural reality of our country.