Aurora Banegas Collado,

Pedagogical Director of Secondary and Baccalaureate of Claret Larraona

Agustín Ortiz Calzada, 

Executive Director of Proclade Yanapay 

Eduardo Fernández López, 

Secretary of the Service Learning Network of Navarra

Research in Baccalaureate (16-18) for Global Citizenship (IBCG)

The IBCG constitutes an educational program of curricular enrichment aimed at high school students who have or show particular motivation to deepen in scientific, humanistic, technical, and artistic knowledge, in the different methods of scientific research, and the analysis of the problems inherent to any investigation from the linkage of the same with the 2030 Agenda. 

Its objectives are: 

1. Collaborate in the insertion of transformative education in the school curriculum. To work on the SDGs through projects related to the different subjects of the curriculum. 

2. To integrate activities related to Service Learning in a differentiating framework project of the center.

3.         Promote critical awareness and a change of mentality and attitudes regarding the local-global impact of our actions through the different educational proposals.

4.         Incorporate research work into the Baccalaureate Curriculum, to be carried out within the Educational Project of the Center.

5.         To open the center to collaboration with NGOs, especially, in our context, with Proclade Yanapay.

As part of their formative development, the students who join the program work on those working methods related to scientific research, which allow them to elaborate, expose and argue in a reasoned way research projects based on a study objective of their immediate environment but connected to the 2030 Agenda.

The program, designed by the team of teachers and the NGO Proclade Yanapay, involves practically all the subjects of Bachillerato and external instances. It is developed throughout the 1st Baccalaureate and the first trimester of the 2nd year, at which time the studies carried out are externalized.

Social Education Program (PES)

The PES is an educational project that systematizes the option for justice within the framework of integral education. The aim is to bring students into contact with reality, collaborating in solidarity actions. The students of the 1st year of High School, in small groups, participate in different “workshops” agreed with ecclesial institutions and social organizations (homes for the elderly, school support, Paris 365, centers for the disabled, social exclusion, etc.), on a weekly basis and as a curricular activity.

https://youtu.be/S86LhepheRA

It is an educational project elaborated from the own character of our Claretian center with the objective of awakening the interest in the social situation of the different inequalities, problems of integration, realities of exclusion that our world presents.

The Project has an initial part of information and knowledge of the different social realities we are going to collaborate with. This formative part is carried out during September and October. In these two months, this formative part and the work of celebrations and the October missionary/claretian campaign are carried out in the subject of religion. Then, starting in November, the service experience begins in the different organizations that collaborate in this experience. 

The contents are oriented in a process that has four moments and that methodologically are consistent with each other: SEE – JUDGE – ACT:

1. Analysis of reality (SEE).

2. Critical judgment of reality based on ethical principles (JUDGE).

3. Action-commitment to transform it (ACT).

4. Evaluation of the action.

This program is complemented in the 4th year of ESO with a weekend working on a social project and in the second year of Bachillerato with a week of solidarity with the brothers of San Juan de Dios in Valladolid. 

Service-learning is an educational methodology that unites learning with social commitment in a single well-articulated project where participants learn by working on the real needs of the environment to improve it. In short, service-learning is a method to unite social commitment with learning knowledge, skills, attitudes, and values, learning to be competent by being helpful to others.

It is simple… and it is powerful because although it is a learning methodology, it is not only that. It is also a philosophy that reconciles the person’s cognitive and ethical dimensions. This pedagogy reconciles educational quality and social inclusion and a community development strategy because it fosters the social capital of populations.  (definition of the PHC promoter center)

For some years now, the school has been committed to introducing this methodology in Kindergarten to High School curriculum. The involvement and motivation of the students are evident, and the projects carried out have achieved local and national recognition. Among them, we can mention:

“El COVID NOS conMUEVE”: First Prize in the Pamplona Service Learning Contest carried out by 6th-grade students.

– The Super SDGs: a 2nd-grade project to learn about the 2030 Agenda with the collaboration of Henry Ramírez, cmf.

– https://youtu.be/Lc8wvfp3uVo

Vacuna de Valores (National Princess of Girona Awards, within the Service-Learning Awards, organized by the Edebé Foundation and the Spanish Service-Learning Network, with the Ministry of Education and Vocational Training collaboration with the support of various companies, social entities, and institutions).

The award-winning Project gathers the work carried out in several projects, coordinated by Professor Eduardo Ortiz, responding to a transversal line from the social sciences department that seeks to enhance the involvement and social participation of students, committed to values of equality, critical citizenship, democracy and global justice (social, economic and environmental), and action-oriented:

o “From PGE to Echavacoiz”. The students of 3rd ESO follow the elaboration of the General State Budgets, analyze them, and “re-elaborate” them according to their priorities. After this exercise, the problem of the management of public resources is taken to the reality of the Echavacoiz neighborhood.

o “Living on less than a dollar.” After studying the inequality and poverty in the world, the 4th ESO students carry out the exercise of trying to live on less than a dollar a day.

As a service activity, both groups participate in several activities -the main one, a food collection- in alliance with the parish Caritas of Echavacoiz.

o “Test of the good exercise of politics.” The students of the 2nd year of high school, after inviting to class several people involved in politics and institutional positions, carry out a test to which they challenge those in political positions to submit themselves.

o “Code of ethics for the good practice of politics.” Going a step further, the 4th-grade students elaborate a code of ethics that they present to the Parliament of Navarra and the City Council of Pamplona with the participation of all political parties.

– Project ‘We learn an art’ in 2nd ESO – an initiative that aims to promote the art of nativity scenes among the youngest together with members of the association of Nativity Scenes of Barañain.

– The Project entitled ‘The end of ETA, and now what? A story of Experiences: the students who participate in this Project continue taking advantage of the experience of knowing the recent history during the years of ETA terrorism from the talks with different personalities and protagonists of that moment. The personal experiences of all the participants provide them with various circles of context. They will help them to be able to formulate proposals that encourage us to continue walking as a society.

– Solidarity with La Palma: 1st ESO project that took advantage of the interdisciplinary Project carried out in History and Biology together with the students of the Special Curriculum Unit (UCE) to contact students from a school in La Palma and work together with them on empathy and solidarity. 

In short and in conclusion, all these projects and others from previous editions are along the lines of perceiving the school as a center for the construction of global citizenship. They are a challenge for education professionals and students but, at the same time, they work to create awareness and to train students who, from their vocation, work for a fairer and more caring world.

Aurora Banegas Collado,

Agustín Ortiz Calzada, 

Eduardo Fernández López,