Work Design, Practice and Reflection of Teaching

Final accreditation
work
Subject: Teaching design, practice and

reflection
Student: Débora Galiano
Teacher: María Adriana Bracco
Course: March 2021
PROVINCE OF BUENOS AIRES
GENERAL DIRECTORATE OF CULTURE AND EDUCATION
SECONDARY SCHOOL Nº 2 (NECOCHEA)
SUBJECT: POLITICS AND CITIZENSHIP
COURSE: 5TH YEAR
SCHOOL YEAR: 2021
NUMBER OF HOURS PER WEEK: 2 HOURS
MODALITY: HUMANITIES AND SOCIAL SCIENCES
Description of the classroom and institutional context
Secondary School Nº 2 is located in the Villa Balnearia area of Necochea. The

school is large, with six classrooms, where students from 1st to 6th grade attend in two
shifts (morning and afternoon). In addition, the school has green areas, the largest of which
is located behind the school, with a large area where students spend recess and engage in
physical activity. The bathrooms are in an inadequate state due to the lack of potable water.
Then we find three rooms that are used as library, "teacher's room" and the last one is the
secretary's office where we find the director.
I am in charge of the 5th year group, afternoon shift, with an enrollment of twenty-
five (25) students, eleven (11) females and fourteen (14) males, of which five (5) are
repeaters.
The classroom has ample dimensions, with a total of thirteen (13) double desks that
allow for teamwork by grouping the tables together. It has three windows with bars, which
allow good air circulation while protecting them from accidents.
In terms of the general characteristics of the group, the work climate tends to vary.
When they are explaining, they disperse a little, but when they are doing an activity, they
are attentive and active. We only found a group of eight students who are more restless,
easily lose concentration, chatter a lot and need to be called to attention several times
during the class. To improve this situation I try to divide them to work in other groups and
make classes more dynamic where they have to participate actively.
Teaching purposes:
- Develop strategies for the recognition, description and analysis of the different
positions of the subjects (class, gender, ethnicity, generation, among others, and of the
social and power relations established in each context).
- Encourage discussion, contrasting ideas and argumentation to understand the logic
of social struggles and the actors involved in them.
Learning objectives
- Problematize, understand and critically analyze social conflicts, the actors
involved and the rights that are produced, expanded or relegated in different historical
contexts.
- To recognize the presence and absence of the nation-state in social life, as well as
the rights and obligations of civil society and the state.
Resources
- Textbook.
- Clippings from newspaper articles.
- Notebook (video).
- Blackboard, chalk and eraser.
Contents
- Human rights. Conflicts and dilemmas in the effective realization of human rights.
- Prejudice and discrimination. Principle of nondiscrimination. Racism, xenophobia,
anti-Semitism, social class and discriminatory acts.
Time budget
Approximately 50 minutes per class.
Evaluation
 Recognition of the importance of the promotion and protection of
Human Rights.
 Argumentation and defense of one's own opinions, listening and
considering with a critical attitude those of others, and participation in group
decision making using dialogue, assuming the agreements reached and
intervening when necessary.
 Questioning from one's own point of view about certain conflicts,
and the empathic exercise of putting oneself in the place of another.
 Respect for their classmates and teacher.
Narration of the class script
From this class onwards, we will address the contents related to the respect for
human rights, with emphasis on the fight against xenophobia and racism. We will focus on
the revision of our own ideas and daily practices, and on unveiling the common sense
constructions that respond to a racist logic that has been naturalized over time, to the point
of believing that what is thought and said about certain groups is an incontrovertible truth.
Likewise, these "beliefs" are acted upon. Therefore, we will work with activities that aim to
promote reflections, feelings and actions that enable the review of what is said and done in
relation to others. There is an unfortunate reality, and that is that many of us incorporate
racist ideas in the process of social reproduction of differences, in which, in various ways,
people are classified, separated, marked and labeled. Therefore, consciously and
unconsciously, people may hold and express racist opinions or act and transmit racist
attitudes and ideas, almost always imperceptibly. Thus, racist assumptions are accepted
without being questioned. In general, when a review process is undertaken, most people
report that they are not aware or did not register the racist nature of a verbal expression,
for example. However, if one dives into the motives or situations in which these expressions
were learned, it is verified that at their origin are power, hierarchies and the legitimization
of the inequalities that characterize racism.
Racism was historically constituted as an ideology that appealed to biology to
establish hierarchical relationships of power and inequality between human groups.
Xenophobia is one of the forms of racism and refers to contempt, hatred or rejection of
migrants from other nations.
10 min for the introduction and explanation of the concepts that we will see this class.
We will begin with the first activity, which refers to the construction of otherness
and everyday language:
ACTIVITY:
1- In small groups (no more than four students), read the following sentences and
exchange opinions and ideas based on the questions below:
- Immigrants steal jobs from Argentines.
- Immigrants make it impossible for citizens to access public services.
- Immigrants are criminals. They are to blame for the insecurity.
- Immigrants do not pay taxes.
- Immigrants take advantage of public education and health care.
a- Do they consider the ideas conveyed by these phrases to be true? Why?

b- How do we know if something is true or false? Can we check it?
c- What other phrases referring to migrants in Argentina did you hear or know and
could you add to the list?
2- Individually, answer the following questions. Then, share the answers with
everyone in the group.
What can you say about the following groups?
- The Gypsies are... - The Paraguayans are... - The Indians are... - The Senegalese
are... - The Venezuelans are... - The Jews are... - The Chinese are... - The Senegalese are... -
The Venezuelans are... - The Jews are... - The Chinese are... - The Germans are... - The
Americans are... - The Americans are...
Anticipation: It is very important to be sincere since we do not seek to judge

anyone, but to reflect on what happens to each one in order to be able to review what we
say and do.
Stereotypes and prejudices have an impact on the daily life of people labeled in a
given group, conditioning their access to rights, to different socialization spaces, and also
on their school careers. This situation of inequality ends up reinforcing the stereotype
constructed as a sort of prophecy.
3- Finally, reflect on the ideas and feelings on which you based your answers
throughout the activities. To express it in a text of 20 lines maximum.
The following questions can guide your reflection: - Did you get your ideas from
direct experiences you have had with people in these groups? - Did you read or hear about
it somewhere? - On what did they base their answers? - Do these characterizations seem
fair or unfair? What do they respond to? Does anyone in the classroom or school belong to
any of the above groups? - Have you ever felt discriminated against for any of these
reasons? - Did they experience rejection, violence or discrimination? - How did you feel
about this activity?
The resolution of the activities will take approximately 25 minutes.
At the end of the activity, we will hold a debriefing where we will reflect on
these issues. (10min)
We began the second class by returning to the sharing situations, using the
following questions and concepts as a basis: what traits characterize racism? What is
being a racist?
"By racism we mean:

a. a social behavior, and the ideas and socio-political institutions that support it,
which includes a series of different and complex mechanisms, learned since childhood,
b. which consists of classifying people into groups, i.e. it is about using what we
believe about a group to refer to individuals, on the basis of real or imaginary differences,
the important thing is that these differences are credible and believed,
c. which are associated with behaviors (also real or imaginary) of the people in the
group and are generalized for all members of the group,
d. whose objective is to justify a hierarchy between groups, making people believe
that some are better than others,
e. This hierarchy is what makes us accept the privileges of people of one group over
those of another, in terms of social goods: power, prestige and money,
f. and has the power to shift the blame for the disadvantage onto the victim, because
everyone is made to believe the explanation that some people are worth more and therefore
deserve more and better, simply because they are classified in one group and not another."
This introduction, accompanied by concepts formed by the students themselves

and written on the blackboard, will take us 10 minutes of class time.
ACTIVITY:
In small groups (no more than 4 students), choose a news item from those listed on
the board. Each group should choose a different one.
Read it and analyze the following aspects: - What event does the news item
describe? - Where does it happen? - Which group(s) is/are being targeted or sought to be
singled out and intimidated? - Were you able to detect racist messages? - What was the
State's position in these situations? - What do you see in the images accompanying the
news item? - To what historical events do they relate the events reported in the news?
Intervention: In this activity we can see different cases and situations of xenophobia
in different parts of the world that helps us to understand that it is a phenomenon that can
occur in different societies and is fundamentally motivated by situations of humanitarian,
political and economic crises, which turn certain groups into repositories of the
frustrations and anger of others.
It is very important to emphasize that there is nothing intrinsic to a group that
justifies rejection and violence.
It is also relevant that they make a critical reading of these situations without
minimizing, since, as historical experience teaches and as several news reports warn,
genocides and massive violations of human rights begin with the construction of a negative
other, through discourses, propaganda, the transmission of prejudices and stereotypes in a
very subtle way, in novels, movies, television series that explicitly or implicitly stigmatize
people.The construction of a negative other, through speeches, propaganda, the
transmission of prejudices and stereotypes in a very subtle way, in novels, movies,
television series that explicitly or implicitly stigmatize certain groups.
Reading the news and solving the activity will take 25min.
We monitor the exchange of ideas in each group and intervene in complex

situations involving hate speech or denialism.
Finally, I will show all the students from my notebook, a video that was reproduced
by several national channels in recent days, where you can see an act of xenophobia and
violence, occurred in the province of Santa Fe. Here a woman insults and throws some of
the merchandise from a store at a Haitian employee, who had to call the police after she
was assaulted and threatened.
Screening of the video and sharing in the form of debate and reflection on these
events that still continue to occur in our country. (15min)

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Final accreditation

Subject: Teaching design, practice and

SECONDARY SCHOOL Nº 2 (NECOCHEA)

SUBJECT: POLITICS AND CITIZENSHIP

COURSE: 5TH YEAR

SCHOOL YEAR: 2021

NUMBER OF HOURS PER WEEK: 2 HOURS

MODALITY: HUMANITIES AND SOCIAL SCIENCES

Description of the classroom and institutional context

Secondary School Nº 2 is located in the Villa Balnearia area of Necochea. The

Approximately 50 minutes per class.

a- Do they consider the ideas conveyed by these phrases to be true? Why?

Anticipation: It is very important to be sincere since we do not seek to judge

The resolution of the activities will take approximately 25 minutes.

"By racism we mean:

This introduction, accompanied by concepts formed by the students themselves

We monitor the exchange of ideas in each group and intervene in complex

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