Vol. 14 Núm. 23 (2023)

Permanent URI for this collectionhttp://54.81.141.168/handle/123456789/198999

Tabla de Contenido
  • Presentación Coronel, Omar; 9-10
  • Editorial Retamozo Gonzales, Jennifer; Sánchez Contreras, Annielisse; Vidarte Echeverri, Valeria; 11-13

    • Artículos
  • La importancia de vivir en polis desde la escuela: ¿cómo hacerlo? Lucchetti Campos, Sara; 17-41
  • Redes de ciudadanía ante la deficiencia estatal: el caso de una organización social en San Juan de Lurigancho, Lima Alarcón Delgado, David; 43-67
  • Acoso sexual callejero como límite del ejercicio de la ciudadanía femenina: un análisis desde el pluralismo normativo y la necesidad de promover una ciudadanía diferenciada a partir del caso Villa El Salvador Basurto Basurto, Telma Lucia; 69-86
  • Concertación para la erradicación de la violencia contra las mujeres en el distrito de Villa El Salvador 2019-2021 Reyes Allpoc, Karla Paula; 87-115

    • Reseñas
  • Libro: “La democracia y las calles: protestas y contrahegemonı́a en el Perú” Tufinio Zavaleta, Sophia C; 119-122
  • Capítulo de libro: “Estado-nación, ciudadanía y democracia: Cuestiones abiertas” Rodríguez Euscate, Milagros Margareth; 123-126

    • Entrevista
  • Entrevista a Carmen Ilizarbe: "En el Perú de hoy, la protesta no es un derecho reconocido” Rodríguez Euscate, Milagros Margareth; Luna Salazar, Edgar Antonio; 129-146

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      La importancia de vivir en polis desde la escuela: ¿cómo hacerlo?
      (Pontificia Universidad Católica del Perú, 2023-12-29) Lucchetti Campos, Sara
      This article is grounded in qualitative research conducted for my undergraduate thesis, focusing on the "Comprehensive Happy Schools (CHS)" model based on UNICEF's Child-Friendly Schools approach. This research identifies the factors that foster authentic engagement within the Educational Institution (EI), considering its role in citizen formation. In this context, the concept of authentic engagement is defined, along with the essential factors for its promotion, and the means to cultivate a community perspective at the local level through the exploration of public matters. I reference living in Polis because the premise is rooted in the understanding that we exist within an ecosystem requiring the alignment of social imaginaries that enable viewing the student as a political entity. The EI holds a significant responsibility in addressing environmental issues. This approach aims for students to adopt a critical perspective and engage democratically. It is noteworthy that the EI is not isolated; within the ecosystem, other entities like the Local Government are equally significant. Ultimately, its reading sheds light on the challenges and windows of opportunity for designing Local Educational Projects and the role of the Ministry of Education in that process. It addresses normative challenges and weaknesses in involving all educational stakeholders in support of students' civic education. Lastly, it examines the sustainability of experiences such as the CHS model.