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DECREE 1038 OF 2015.

Which regulate the Chair of Peace.

Article 1. Chair of Peace. The Chair of Peace will be obligatory in all preschool, basic and
medium educational establishments of an official and private nature, in the strict and precise
terms of this decree.
Article 2. Objectives. Contribute the following topics to learning, reflection and dialogue:

a) Culture of peace: Appropriation of knowledge and citizen competences for peaceful

coexistence, democratic participation, equity, plurality and respect for Human
b) Sustainable development: According with article 3 of Law 99 of 1993, it is understood
as the one that leads to economic growth, the elevation of the quality of life and
social welfare, without depleting the basis of renewable natural resources in that it
sustains. Neither to deteriorate the environment or the right of future generations to
use it for settlement their own needs.

Article 3. Implementation. The preschool, basic and middle schools must incorporate the
subject of the Chair of Peace within the Curriculum before December 31, 2015, for which
they must assign it within one of the following fundamental areas,

Article 4. Structure and Content. The preschool, basic and medium educational
establishments will determine the contents of the Chair of Peace, which must be oriented to
the achievement of the objectives enshrined in article 2 of this decree and must develop at
least two (2) of the following topics :
a) Human Rights.
b) Sustainable use of natural resources.
c) Protection of the cultural and natural wealth of the Nation.
d) Peaceful conflict resolution.
e) Prevention of bullying.
f) Diversity and plurality.
g) Political participation.
h) Historical memory.
i) Moral dilemmas.
j) Social impact projects.
k) History of national and international peace agreements
l) Life projects and risk prevention.
Article 5. Evaluation. From 2016, the Colombian Institute for the Evaluation of Education
(ICFES) will incorporate within the Knowledge Tests 11, in its component of Citizen
Competencies, the evaluation of the competences corresponding to the Chair of Peace.
Article 7. Teacher Training for the Chair of Peace. The territorial entities certified in education
in work articulated with the Territorial Committees of Training to Teachers and Teachers
Directors must:
a) Identify every two (2) years the training needs of teachers and teachers in service
attached to the territorial entity in matters of Human Rights, culture of peace, and
citizen competencies for peaceful coexistence, democratic participation, diversity
and plurality.
b) Incorporate, finance or design high-quality programs and projects offered by higher
education institutions or other organizations in their respective training
plans to meet the objectives of the Chair of Peace.
c) Measure every two (2) years, through appropriate and contextualized mechanisms,
the impact of training programs and projects for teachers and teachers.

Article 8. Guidelines and articulation with the National School Coexistence System. The School
Coexistence Committees, defined in Law 1620 of 2013, at their National, Territorial and
School levels will follow up in order to ensure that the Chair of Peace meets the objectives
set forth in article 2 of this decree.
Article 9. Higher Education Institutions. In development of the principle of university
autonomy, higher education institutions will develop the Chair of Peace in accordance with
their academic programs and their educational model, for which they may define the
educational actions that allow the academic community to have learning spaces, reflection
and dialogue for the experience of peace.

Peace Education is a necessity in any country. However, this need is even more urgent in
countries such as Colombia, given its high levels of violence and given the current historical
moment in which it is possible to finish, through a negotiation process, an armed conflict
that has lasted more than five decades. We need to promote attitudes, beliefs and practices
consistent with cultures of peace, especially in contexts where practices of exclusion,
aggression and violence have been common.

Some children and young people who grow up in contexts with high levels of violence
develops aggressive behaviors, partly because in those contexts aggression and violence can
be considered legitimate and socially valued.

Road Education is based on the planning, implementation and evaluation of pedagogical,

initial and permanent actions, whose objective is to guarantee the protection and integral
development of the actors of the roads. Both at the level of knowledge about the regulations,
regulations and road signs, as at the level of habits, behaviors, behaviors, and individual and
collective values. In such a way that it allows developing in the field of Mobilization and traffic
in perfect harmony between people and their relationship with the environment, through
legal and pedagogical actions, implemented in a global and systemic way, on all the areas
involved and using the most appropriate technological resources. (Law 1503, 2011)
We can define Road Education as part of Social Education, being an effective base of citizen
action, since it tries to create positive habits and attitudes of coexistence, quality of life,
environmental quality and road safety, which it leads us to think about collective and don’t
think individual because what we live daily is a social problem.
In order for Road Education to be an effective reality, it requires a constant presence in
everyone and each one of the phases of training of students from different institutions, from
the first school years and why do not take it to university life, for the constant and strong
role of traffic in our society. (Cogollos Paja & Muñoz Medina, 2006, p. 22)
Road education is understood to be that type of education that is based on the teaching of
habits and practices that they have as a final asset the protection and care of individuals on
public roads. Road education has a theoretical collection developed from accidents and
disasters that occur daily on public roads.
Road safety consists in the prevention of traffic accidents or the minimization of their effects,
especially for the life and health of people, when an unwanted traffic event occurs. It also
refers to the technologies used for this purpose in any land movement way.
Traffic regulations and the responsibility of road users are composed of the main point in
road safety. Without an organization by the state, with the support of traffic regulations and
without the moderation of individual or collective human behaviors (Road Education), it is
not possible to achieve an optimal result.
It is about guaranteeing the permanent improvement of the quality of life and the safety of
the citizens during the mobility processes. Likewise, all the programs that the Road
Prevention Fund has been developing in the cities of Colombia must be taken into account.
Overall objective
To promote a safe mobility of the inhabitants, through programs and projects for prevention,
assistance and treatment of road accidents, tending to minimize their impacts, prioritizing
critical issues that affect users.
Specific objectives
* To develop programs in accordance with the security policies of the National Government,
adjusted to the provisions of the National Traffic Code and to new technologies in the
automotive field and in road systems.
* To investigate the real causes that generate the accident and accordingly to design
strategies that fit the needs of road safety.
* Incorporate government entities into road safety programs and non-governmental
organizations that ensure citizen mobility.
Permanent actions
Permanent actions are activities that must be carried out in a manner to continue, in the
following aspects:
* Education for transit users.
* Automotive traffic control.
* Awareness and user training campaigns.
* Permanent update of the National Registry of Traffic Accidents.
* Implementation of road safety audits, in all its phases.
* Implementation of the university chair in road safety, in Undergraduate and postgraduate
academic programs.
* Promotion of educational playgrounds and promotion of school patrols.
* To conduct training seminars for public transport drivers.
* To conduct training seminars for public transport entrepreneurs.
* To conduct of international road safety seminars for technicians and Engineering
* Training for transit agents.
* Carrying out advertising campaigns aimed at drivers, motorcyclists, cyclists, pedestrians
and the disabled, with emphasis on:
· Drunkenness control.
· Speed control.
· Critical accident points for pedestrians and occupants (black stars).
· Compliance with traffic regulations.
* Realization of prevention programs in urban transport companies of the main cities.
* Implementation and strengthening of the signaling program.

The Chair of Afro-colombianity Studies is an educational proposal that has as a legal

framework Law 70 of 1993, and Decree 1,122 of 1998. That, it together with the principles
established in the Political Constitution of Colombia, regarding interculturality, recognition
and respect to the diversity, it seeks to place of knowledge about the Afro-colombian
community in the curriculum, the Institutional Educational Project -PEI- and in all curricular
It seeks to overcome the ignorance of the contribution of Afro-colombians to the
construction of nationality in the material, cultural and political, as well as recognition and
appreciation as ethnicity.
In its essence, this Chair intends that social science teachers promote reflection processes
around the issue of Afro-colombians as much in primary, basic and middle school institutions
that serve the Afro-descendant and “raizal” school population, as well as in those institutions
that, they do not do it. All in order to achieve a self - recognition of the Afro-descendant
One of the intentions of this chair has been to contribute to the national pedagogical
discussion of new conceptual and methodological approaches that they allow promoting the
development of attitudes of understanding and respect for ethnic and cultural diversity. In
this way, it seeks to contribute to the process of development and consolidation
of ethnoeducation in the country.
For the future, the Ministry of National Education aims to work for the improvement,
adjustment and updating of the Chair. Also, they look for mechanisms for its dissemination
and effective application in the Educational Institutions of the country.

 To know and to exalt the historical-cultural, ancestral and current contributions of

Afro-Colombian communities to the Construction of the Colombian nation.
 To recognize and disseminate the processes of reintegration,
reconstruction, resignification and ethnic resignification and of the descendants of
enslaved Africans in Colombia, in the perspective of new readings on the
configuration of national identity.
 To contribute to the national pedagogical debate new approaches to the conceptual
and methodological possibilities of assuming multiculturalism and interculturality
from the educational task.
 To contribute to the strengthening of the identity, self-recognition and self-esteem
of Colombians in the context of the sense of belonging to the Colombian nation.
 To promote the development of attitudes of understanding and respect for the
ethnic and cultural diversity existing in the country, proscribing prejudices and
discriminatory stereotypes.
 To reconsider the pedagogical and didactic approaches that they guide the
development of texts and study materials in relation to the reality of the African,
African-American and particularly the Afro-Colombian people.
 To help in the process of development and consolidation of ethnoeducation in the
 To set criteria for teacher training and evaluation with the referent of ethnic and
cultural diversity of the nation.
 To create the conditions for the development of the African-American international

The culture of undertaking in educational establishments - Guide 39
Undertaking is a way of thinking, reasoning and acting focused on the opportunities, raised
with a global vision and carried out through leadership balanced and the management of a
calculated risk. Its result is the creation of value that benefits the company, the economy and
society. (Law 1014 of 2006, art. 1).

The culture of undertaking in Educational establishments is presented when:

 The path is drawn from the institutional horizon for the realization of a shared vision.
 The institutional educational project (PEI) generates environments conducive to
training and development of critical people, ethically committed, expressive, self-
aware, meaningful of personal and social responsibility;
 All the members of the educational community, they manifest relationships of
cooperation, leadership and attitude for development;
 From the first years of training, they promote entrepreneurial attitudes in students,
which are manifested in the different spaces of training and in all areas of his life;
 Competent human talent is trained with capacity to generate innovative actions that
attend to the development needs of the country;
 The acquisition of significant learning and the development of strategic thinking are
encouraged as a way to carry out an individual or collective project.

Types of undertaking

Scientific and / or technological: It implies researching and appropriation of knowledge

conducive to development, system adaptation or improvement, artifacts or procedures to
meet needs, in various fields of human activity and social, whether: food, clothing, health,
housing, recreation, communications, transportation, among other activities.
Environmental: Environmental or green undertaking are the ways of thinking, feeling and
acting from an environmental awareness, through the generation of initiatives and ideas that
favor development of creativity and innovation to make good use of environmental
resources and generate sustainable development with a systemic vision. It corresponds to
proposals for improving the environment in a sustainable human development
approach. They can be developed, among others strategies, through the Environmental
Projects Schoolchildren (PRAE) and getting ahead in cooperation with governmental or non-
governmental institutions, secretariats that support initiatives for the conservation and
preservation of the environment.

Sports: It is understood as a way of thinking and acting focused on the opportunities that
they provide the context for the realization of programs or sporting, recreational and / or
physical activity, it is raised with a global vision and it carried out through balanced leadership
and management of a calculated risk. It develops in the field of the bodily, motor
manifestations and social, considering that there are innumerable inventions of games,
sports, Olympics or multiple modalities of physical competition and motor expression, typical
of each culture in each society at a given historical moment.

Cultural and / or artistic: Educational intentionally processes oriented for the creation,
participation and leadership of artistic and cultural activities and projects from the
development of basic competences and citizens in students, the promotion of their creative
and innovative capacities and the development of specific occupational skills, where
required. It is expressed in various activities or projects: musicals (whether of instrumental
or choral creation or interpretation), theatrical, dance and painting, audiovisual or
animation; journalistic; literary; among others. Today, cultural and creative industries have
gained prominence, including print and multimedia publishing, film and audiovisual
production, phonographic industry, crafts and design.

Social: It is associated with both the conception and development of all educational projects,
such as a social projection that every establishment must perform as a commitment to the
educational community and with the surrounding community. It is an inherent concept to
institutional management, characterized by a set of proposals that are intended to respond
effectively to needs, problems and interests of a social group, based on the diagnosis that
every institution establishes as a point starting your management. From this point of view it
articulates directly with the mission, vision, objectives, among other components of the
institutional horizon, and from there it generates a deployment of actions and
responsibilities focused on responding to needs and interests of the educational community
and its region.

Business: School Business Undertaking (EEE) corresponds to an educational process

intentionally oriented to creation leadership and strengthening of activities, processes or
pedagogical projects, economically productive. It is promoted mainly in secondary education
and it implies learning experiences leading to product development, promotion and
marketing or services that meet expectations and needs of people.