Log in
Equality Leads To... (LILA) is an educational project aimed at developing entrepreneurial skills to empower and promote gender equality among boys and girls in 3rd and 4th grade of Primary Education (8-10 years old).
What is LILA?
LILA (Equality Leads To...) is an educational project aimed at developing entrepreneurial skills for empowerment and the promotion of equality between boys and girls in 3rd and 4th grade of Primary Education (8-10 years old). The students, guided by the teachers, begin with a reflection on their environment from a co-educational perspective, which is understood as an educational process based on equality, justice, and peace. They then learn to identify sexist situations and behaviors, promoting equality in multiple contexts. The project concludes with students working towards achieving a fair, equal, and equitable educational center. The final product of LILA is the organization of International Women's Day on March 8th at their educational center.
The name La Igualdad Lleva A… (LILA) of this project has a double meaning: on one hand, it refers to the color lilac or purple as a symbol of the work for equality, and on the other hand, the three dots at the end are meant to encourage action and the concreteness of a true entrepreneurial activity by the students.
General Objectives
Empowering children is the goal of the LILA educational project, focusing on enhancing their self-esteem through the execution and management of a common mission where children lead initiatives, learn to take on responsibilities, and manage their ideas in an equal, peaceful, and cooperative manner.
Specific Objectives
Incorporate co-education into the daily work in the classroom.
Promote more equal and peaceful relationships between boys and girls.
Encourage critical reflection on gender.
Contribute to the development of the competencies defined in the school curriculum, including the entrepreneurial spirit.
Acquire and develop habits of autonomous behavior related to work and aimed at equal and peaceful interpersonal relationships.
Methodology
LILA follows these methodological approaches:
Globalizing approach: aims to bring children closer to their social and natural environment to develop their abilities as much as possible. It offers real-life situations, playful activities, and a project-based working environment that arises from the students' interests.
Practical and flexible: uses numerous exercises to achieve observable results, connecting theory with experimentation and the possibility of "learning by doing". It adapts to the characteristics, concerns, and needs of each group, involving students in a real project.
Comprehensive: promotes transversal learning across curricular areas, integrating “knowing” (concepts, information, theory), “wanting” (motivation, attitudes, and emotional aspects), and “being able to” (skills and personal resources).
Meaningful learning: starts from the students' developmental level and their prior knowledge. It takes into account their interests, demands, needs, and expectations to generate new learning. Learning is therefore constructed based on students' previous experiences.
Cooperative learning: facilitates the opportunity to learn from and with others. It develops teamwork habits and solidarity among peers. To do this, it focuses on autonomy, positive interdependence, face-to-face interaction, co-responsibility, social skills, and reflection on personal and team work.
Learning environment organization: favors the organization of spaces, materials, and time to facilitate action, search, experimentation, play invitation, communication among members of the educational community, promoting students' autonomy, a climate of well-being and security, while meeting individual and group needs.
Well-being climate: attends to aspects that encourage participation, respect, reception, active listening, empathy, and freedom, so that students can express themselves, ask questions, experiment, and investigate. Furthermore, both individually and as a team, they learn through experience.
Cooperation with families and other agents: it also seeks involvement and coordinated work with the other key participants in the project, with special attention to the participation of families, but also involving students from other courses, the school's management team
Scheduling
The project is initially designed to be implemented over the course of a full academic year, as shown in the following diagram:
Scheduling
The project is initially designed to be implemented over the course of a full academic year, as shown in the following diagram: