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GRAMMAR
TOPIC
PRESENT PROGRESSIVE

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PRESENT PROGRESSIVE
The progressive present (composed of the verb be and the gerund that is
formed by adding -ing at the end of the verb) The action began in the past,
and it is going on at the moment of speaking. Probably the activity will
continue and end at some point in the future.

Examples:

 The children are sleeping at this moment..

 You are dancing alone.
 I am building my own house

We often use time expressions:

Tomorrow, this weekend, on Monday…

Common verbs are go, come, meet, see, leave and arrive.

 I am visiting my friend tomorrow.

 They are coming to our house on Saturday.

 What are you doing tonight?

WARNING
We don’t use the present continuous when we predict something.
Instead, we use going to, will:

It’s going to rain again soon.

Note: It’s raining again soon.

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BE CAREFUL!
We usually use the present continuous when the activity has been
arranged.

GOINT TO

“Going to”  is not a tense. It is a special structure that we use to talk about
the future.

The structure of going to is:

Affirmative: Subject + be + going + to-infinitive

 I am going to buy a new laptop.

Negative:
Subject + be + not +going + to-infinitive

 He is not going to take the examen.

Interrogative:
Be + subject + going+ to-infinitive?

 Is she going to get good marks?

Use of the “Going to”

1. “Going to” for intention
We use going to when we have the intention to do something before we
speak. We have already made a decision before speaking. Look at these
examples:

 Gabriel has won the lottery. He says he's going to buy a Porsche.

 We're not going to paint our bedroom tomorrow.

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 When are you going to go on holiday?

In these examples, we had an intention or plan before speaking. The

decision was made before speaking.

2. “Going to” for prediction

2.1 We use both “will” or "be going to" to predict future events.

 You are going to be a famous artist.

 The weather tomorrow will be sunny.

2.2 We use “be going to"(not “will”) to make predictions about events
when there is concrete evidence.

 The sky is very black. It's going to snow.

 It's 8.30! You're going to miss your train!

 I crashed the company car. My boss isn't going to be very happy!

In these examples, the present situation (black sky, the time, damaged
car) gives us a good idea of what is going to happen.

NOTE

That we can also use going to with be in other tenses.

Example:

 I was going to tell him but I forgot.

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SONG
“Imagine”
Jhon Lenon
he was an artist, multi-instrumental musician, poet, draftsman,
actor, pacifist and British composer

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Lyrics Letra
Letra Imagina que no hay Cielo, 
Imagine there's no heaven 
es fácil si lo intentas. 
Sin infierno bajo nosotros,
It's easy if you try 
encima de nosotros, solo el cielo.
No hell below us 
Above us only sky Imagina a todo el mundo.
viviendo el día a día... 
Imagine all the people 
Imagina que no hay países, 
Living for today... 
no es difícil hacerlo.
Imagine there's no countries 
It isn't hard to do Nada por lo que matar o morir, 
ni tampoco religión. 
Nothing to kill or die for 
Imagina a toda el mundo,
And no religion too 
viviendo la vida en paz...
Imagine all the people 
Living life in peace... Puedes decir que soy un soñador, 
pero no soy el único. 
You may say I'm a dreamer 
Espero que algún día te unas a nosotros,
But I'm not the only one 
y el mundo será uno solo.
I hope someday you'll join us 
And the world will be as one Imagina que no hay posesiones, 
me pregunto si puedes. 
Imagine no possessions 
Sin necesidad de gula o hambruna,
I wonder if you can 
una hermandad de hombres. 
No need for greed or hunger 
Imagínate a todo el mundo,
A brotherhood of man 
compartiendo el mundo...
Imagine all the people 
Sharing all the world... Puedes decir que soy un soñador,
pero no soy el único.
You may say I'm a dreamer 
Espero que algún día te unas a nosotros,
But I'm not the only one 
y el mundo será uno solo.
I hope someday you'll join us 
And the world will live as one

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TRANSVERSAL
TOPIC

EDUCATION IN AND FOR

HUMAN RIGHTS

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CONCEPT
Education in human rights is a tool for social change. It is a learning
process in which the values of the person are put into play, taking into
account their own respect and for the other. It is a practice that promotes
self-esteem and personal enrichment through values of peace, tolerance
and respect. It is an education that has as its main axis the formation of
the person.

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EDUCATION IN AND FOR HUMAN RIGHTS

In order to teach them it is important to start from problems that are part
of the daily reality of people. In this sense we can refer to Carola
Carazzone who understands that education in human rights is not limited
to only publicizing human rights, but that there must be an education FOR
human rights, that is, that they have an action goal, that they are inducers
of commitment, solidarity and action.

Rector Major in the Commentary on the Strenna 2008 wrote that human
rights education has to understand at least three dimensions:
A cognitive dimension (know) think critically, conceptualize, judge.
An affective dimension (try) experience, empathy.
An active behavioral volitional dimension

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IN WAY OF INTRODUCTION:

What are the reasons to educate on human rights?

Perhaps the most significant event of the last century at the

world, has been the development of the consciousness of dignity
and the value of the person, their rights and obligations,
the awareness that freedom, justice and peace have
as a basis for the recognition of intrinsic dignity and
equality, without any difference, between people.
This fact, recognized by some scholars as
"The great revolution of human rights" occurred in the
century, has meant a remarkable advance in the area of rights
human beings worldwide, particularly in the relative
to universality, interrelation and interdependence,
which has led to a legal recognition
formal, embodied in specific laws around them,
that have been recognized and subscribed by most of the
countries of the world.

Currently formal education in most of our

countries prepares fundamentally for the acquisition
of knowledge within an instrumentation vision
pragmatics. Even, many times, this knowledge does not
they are of practical use for the student lacking relevance
for your personal and social development and for your future
labor. In general terms, education is not aimed at
give a human sense to life and, on the contrary, only
seeks to insert people in a globalized world, each
more individualistic and competitive.

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WHAT ARE THE OBJECTIVES THAT MUST BE DONE

RAISING A RIGHTS EDUCATION
HUMANS?
Education in human rights and in democracy that We propose is aimed at
achieving the following objectives:

1.-Promote respect and defense of life and of the

human dignity.
2.- Promote the development of personal and cultural identity
and respect for the "other" as different and equally
valuable.
3.- Form reflective and critical citizens, with the power to
decision, capable of participating in the construction of
a democratic social coexistence, sustained in the
respect and validity of human rights.
4.-Promote the development of attitudes, values, behaviors
and behaviors such as respect for the person,
solidarity, justice, freedom, equality, tolerance,
participation and others, to contribute to the construction
of a democratic culture.
5.- Promote responsible participation in social life
and politics and in institutions and organizations
social.
6.- Promote reflective knowledge of the main
legal norms and instruments, and national institutions
and international that protect the rights
humans.

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● WHAT WE UNDERSTAND BY RIGHTS HUMANS?

From an anthropological point of view, human rights

respond to the idea of needs, needs that have
human beings to live with dignity. In that sense,
Human rights imply the satisfaction of needs
materials and spirituals that humans have.
Human rights are both principles, demands
ethics and civics that are translated into indispensable legal norms
for life in society. They govern the relations of
coexistence among human beings, guide the ordering
institutional law and in turn play a role
criticism against the established order. Every right implies a
duty.

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● WHAT TYPE OF EDUCATION IS HUMAN RIGHTS EDUCATION?

Freud already said that there are three impossible missions: to govern,
educate and cure and perhaps the most difficult is to educate, as I said
Luis Pérez Aguirre, because educating implies being educated
such a way that by being one in front of someone that
another may feel affected and modified as a person. Is
what Paulo Freire said, that "no one educates alone" and more
even that "nobody educates anyone", that human beings
we educate in communion.
Therefore, educating is a process that goes beyond the
mere instruction or the transfer of information. It is easier
transmit information about human rights that
modify attitudes and behaviors. It is affecting hearts,
lifestyles, convictions.
Education in human rights can not be reduced to order
intellectual, belongs to the realm of feelings, of
passions, because it means transcending the word and moving on to
action. It is the challenge of being more human. Educate would be in
In this sense, the attempt to transmit and acquire attitudes that
they embody the utopia of human rights.

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Human rights education is a centered education in the person

The humanizing conception of education in rights

human, is centered on the person and on respect for their
dignity. The human being considered person is a subject
of rights that must be author of their own realization and
builder of his own personal and social life.
Human rights education seeks to contribute with
human beings in the conquest of their right to be people,
creating conditions for everyone to live
your rights and educating in and for the practice and defense of
the same. For these conditions to be possible, it
indispensable that education helps to build styles of
democratic coexistence that are those that facilitate communication,
the participation, the integral development of the subject
allowing the full development of each person and their
commitment to the other members of society in the
that lives.

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Human rights education is an education focused on meaningful

learning
To the extent that human rights education starts
of the conviction that human beings are beings
autonomous, competent, able to participate in the determination
of our own development, assumes a proposal
to educate that seeks significant learning to occur
and not mere repetition of knowledge. This goes on
against those who understand education as a process
that is given from the outside inwards, that part of the "truth"
known by the educator-sender and that aspires to transmitirenseñar
literally to the mind of the learner.
In the proposal to educate on human rights, learning
it is a process that starts from the person and is based on
in his own interiority: each person is the axis of the
education, is the constructor of their learning. The practice
education then it must start and collect the interests, the
needs, the feelings and competencies of each one.
Learning is meaningful when the person builds a
personal or personal meaning for an object of reality
or content that you intend to learn. The learning of a
new content is, ultimately, the product of a
constructive activity through which the person incorporates
to your experience the meanings and re presentations referred to
to a new knowledge. For the rights educator
humans when considering the subject as a knowledge builder,
he considers him capable of constructing meanings, and
builds when you use your previous experiences and knowledge,
when you have interest and availability and when you receive
Timely and effective guidance of the facilitator-educator
in the framework of an interactive situation.
It should be noted that learning is significant when
learned becomes part of the feelings and affections and
it influences the development of one's own attitudes.
We must know, however, that we all learn better
what interests us; we learn better when we do activities,
we explore, we ask questions, we look for solutions,
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we talk, we build. We learn better when

We are not afraid, when we are encouraged to think and rehearse
answers by ourselves, when it is recognized and valued
our proposals and opinions.

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Human rights education seeks inclusive learning

The learning of human rights is a holistic learning, that is, a learning that
commits the total being: to his intellect, his body, his affectivity, his
existential being, his individual and social being. (Magendzo Abraham,
"Bases of a Pedagogic Conception to Educate in and for Human Rights").
Human rights are not only internalized but they are lived in interaction
with other people, they compromise the individual and collective
experience, the conscious task of the person. In order for meaningful and
integrative learning to occur related to human rights, it will be necessary
to create the conditions for people to live their own rights. In this sense,
human rights educators seek to humanize educational practice by creating
conditions for people to learn to be in solidarity, living solidarity; What is
educating in human rights? 15 25 to be fair, living experiences of justice;
learn to esteem and esteem others, being themselves esteemed and
loved. The search for these learnings and concretize them in reality are
the real challenges that educators must face when they have to select the
me- ue to select the methodologies and tools to develop the necessary
processes conducive to forming human beings committed to the
construction of a more human life for himself and for those around him.

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●WHAT DO WE NEED EDUCATORS TO

EDUCATING IN HUMAN RIGHTS AND IN
DEMOCRACY?

To be educators in human rights and democracy

it is not enough that we have only clear ideas or knowledge
theorists on these issues, it is essential that we feel
convinced rationally and affectively of its usefulness for
building a more humane society and that we commit ourselves
with her. We can affirm that the proposal of
educating in human rights and democracy will not be real
until the educators and the defenders do not internalize
and let us assume intellectually and emotionally their need and
importance.

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EDUCATORS FOR PEACE AND THE HUMAN RIGHTS

Being a human rights educator means assuming not only

a conceptual framework, a set of values called "the
values of human rights "; implies, also, assume
a "style", a "way" of being educators, a pedagogical practice
which has special characteristics.
It has been said that pedagogy is "the art of educating". This art
is embodied in daily practice, in human relationships
that we establish as educators with the people that we
surround The pedagogy of human rights education
is what we call "pedagogy of tenderness", that is, that
the art of educating and teaching with affection, with sensitivity,
that avoids hurting, that tries to treat each one as a person,
how to be valuable, unique, individual, unrepeatable.

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●THE TOOLS THAT HELP IN THE EDUCATIONAL PROCESS IN

RIGHTS HUMANS

As the methodology is fundamental, the selection of

the tools that we will use as support and implementation
practice of the methodology, it is also very important
to facilitate the development of motivation processes,
awareness, learning and commitment that we want
develop.
There are multiple tools that we can use at work
education, ranging from the use of audiovisual media
(videos, movies, power points, photos, newspaper articles
and magazines, etc); group work, plenary sessions, games and
also participatory techniques.

 The audiovisual media

 Work in groups
 Board Games
 Participatory techniques

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CONCLUSIONS
 The development of the set of actions defined in the present work
can achieve a better performance of the educational work based on
the learning of human rights.
 Promote processes to improve the design of initial and continuing
teacher education curricula including content and pedagogical
approaches that strengthen human rights education.

RECOMMENDATIONS:

Develop national and regional activities to promote the exchange of

experiences and perspectives on education in human rights.

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REFERENCES:
1.  Naval Durán, Concepción. «EDUCACIÓN Y DERECHOS
HUMANOS.». Servicio de Publicaciones de la Universidad de
Navarra.
2. Volver arriba↑ Mujica, Rosa María. «¿Qué es educar en Derechos
Humanos?». ¿Qué es educar en Derechos Humanos?.
3. Volver arriba↑ Carazzone, Carola (2009). «Educar en y para los
derechos humanos». Congresso Internazionale Sistema Preventivo
e Diritti Umani, Roma 2 – 6 Gennaio.

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