What We Propose

Fe y Alegría defines in its educational proposal, as an ethical principle, the primacy of the person. The rights approach conceives men and women as holders of rights, including girls and boys and adolescents and their communities. At the same time, it understands governments and the State as guarantors of law.

Fe y Alegría assumes the notion of citizenship based on being and doing Popular Education, that is, within the framework of rights and human dignity and from a political, ethical and cultural commitment that contributes to the construction of a society fair and democratic.

An education based on human rights and for citizenship helps to strengthen the democratic system of a country that is committed to the generation of educational processes by promoting citizen training and the generation of spaces for participation in schools and communities.
The school and the organized Community must bet on the generation of educational communities that promote being, thinking, feeling and doing among all.

At Fe y Alegría, inclusive education is a requirement for the construction of just, equitable and democratic societies. Inclusion is a call and a response of our identity within the framework of Sustainable Integral Human Development that implies looking at the person in all its dimensions.

At Fe y Alegría, we seek an inclusive education based on the problem of exclusion to meet, with creativity and audacity, the people and communities that today constitute the new frontiers. The multiple and varied areas of exclusion that need to be visible to give a relevant and timely response.
Inclusion presents us with difficult challenges: economic, cultural, political, religious, gender, due to special educational needs associated or not with disability, geographical situations, for reasons of forced human mobility, etc.

Intercultural Education for All (EIT) and Intercultural Bilingual Education (EIB) challenge us to provide educational and pedagogical responses to diversity throughout the educational system with an open attitude to recognize the other as a valuable person with whom we establish relationships of complementarity and reciprocity, consciously freeing ourselves from prejudices that lead to discrimination, racism and sexism.

The primacy of the person is the ethical principle that guides the educational action of Fe y Alegría. We consider women and men to be of equal value and therefore have the same dignity. It is from this dignity of being people that ther relate to others, assuming care and respect for their lives, that of others and that of humanity.

We assume the definition of gender given at the IV World Conference on Women, held in Beijing in 1995 where gender is understood as
“the social roles constructed for women and men based on their sex [which] depends on a particular socio-economic, political and cultural context and are affected by other factors such as age, class, and ethnicity ”. We have made this definition our own because it emphasizes the social learning of being women and being men, therefore, inequality and inequity can be transformed from a personal and collective, intentional work.

As Fe y Alegría we are committed to the transformation of the realities of inequalities, discrimination and violence experienced by women in order to move towards a society in which equality, equity, respect and inclusion are promoted and experienced.

This approach challenges to Fe y Alegría to train people in a different worldview, to transform ways of life, take care of resources and achieve the development of an “ecological citizenship” that means creating an alliance between humanity and the environment that promotes a solid training in values ​​and attitudes of commitment for the valuation, conservation and protection of the environment, in search of a balance with the human being.

Pope Francis in the encyclical Laudato Si’ speaks of an integral ecology that is not limited to the environment but assumes the different dimensions of the human from the ethical principles of justice-equity and solidarity-fraternity with the poor, who are the ones who suffer the most from the depredation of nature. Caring for nature means fighting poverty and restoring the dignity of the excluded. The Pope urges us to assume this challenge of assuming ecological conversion by listening to “the cry of the earth and of the poor.”

This institutional program will develop a practical model of digital schools for public education so that its students do not remain left behind in today’s technological world. This great challenge implies offering the country concrete proposals, which have been tested in our school institutions, in order to ensure access to internet connectivity as a fundamental right, and to equip schools with Internet, a relevant pedagogical plan, personal development (PD) for teacher, and educational resources that would foster digital skills for development. See more

This institutional program develops an inclusive school model that is based on the analysis of  actual practices of inserting students with disabilities and of various excluded or discriminated social groups into regular schools. It seeks to implement a curriculum with pedagogical management strategies in order to attend to the school’s diversity while developing their abilities. It promotes diversity, coexistence, and the framework of ethics and civic responsibilities. See more

Provides a vision of understanding and valuing rural areas, with a focus on rural development, based on an education that provides real opportunities for students’ personal and social growth. It includes 4 complementary projects: 1) creating rural networks and mini-networks for learning achievement, 2) pedagogical plans for multi-grade classrooms, 3) personal development (PD) for rural teachers, and 4) high school programs in the Amazon region. See more

Proposes renewing and strengthening Alternative Basic Education (ABE) by making it more flexible to respond to the needs of the population it serves and thus achieving the enrollment of students who were prevented from following the regular educational route for whatever reason. Through diverse experiences, new ways of inserting or reinserting students into school will be developed by validating experiences of community education and integration. See more

Aims at strengthening the skills necessary for teenagers and adults to face the changing work world and the challenges of human development in each region. It offers a comprehensive training for dignified jobs by combining elementary education, advanced technological and productive technical education, and promoting lifelong learning in work spaces or in managing their own businesses. It is implemented in partnership with companies, associations, farmers, families, schools and sub-regional governments from the area. See more

Consider a master plan for continuous personal development (PD) for teachers. With its diverse and flexible program with the ability to create customary curricula for each teacher, it includes various training modalities, from classes and workshops to specialized programs. It provides action learning, pedagogical accompaniment and the development of professional learning communities. See more

The program is dedicated to creating a solid civic education at school by generating a culture of daily practices of responsibility, participation, decision making and co- responsibility. It develops a political formation for school leaders from the standpoint of educating those on the margins of society. It promotes each student to construct a life project with social commitment and openness to making a difference in society. See more