What We Propose

As a public education, Fe y Alegría’s educational proposal is always aligned with the official educational proposals; However, from our experience, we contribute elements that can enrich it.
Fe y Alegría shares its way of doing quality public education, through its educational proposal, the transversal approaches it assumes and the pedagogical principles it applies.

Our pedagogical proposal

Fe y Alegría’s educational proposal describes approaches and options that characterize the institution’s priorities in fulfilling its mission to achieve contextualized, inclusive and transformative education.
In addition to having a common educational proposal for all the institutions that it groups together, it is at the same time flexible to respond to the various realities where its IIEE are located.
Its three pillars are: popular education, education in values ​​and education in and for work.

>> People aware of their potential, empowered ,leaders of their personal development, and open to transcendence.


>> People with an attitude of growth, self-improvement, respect, appreciation and commitment to cultural diversity and search for an answer to the challenges of reality.


>> People with civic and democratic training who seek to influence and transform the historical reality and overcome exclusion and injustice.

>> People capable of thinking for themselves, discerning and making critical decisions and assuming responsibilities out of personal conviction and seeking the common good.


>> People aware of their transforming capacity, which is based on the ethical principles of the primacy of the person, solidarity, fraternity, justice and equity.


>>People committed to the people around them and to the natural and social environment, based on the discovery and assumption of human and Christian values.

>> People who discover their capacities and positive attitudes towards work to transform and be an agent of change.


>> People who develop skills to adapt and create technological resources that contribute to the competitive insertion of the country in the international market and to forms of sustainable development of a society with equity and justice for all.


>> People with entrepreneurial capacity through the adaptation and creation of technological resources that contribute to the development of the country.

Transversal Approaches

Human Rights and Citizenship

Fe y Alegría defines in its educational proposal, as an ethical principle to the person, the primacy of the person. The rights approach conceives people as holders of rights, childhood, adolescence and their communities and at the same time, it conceives governments and the state as guarantors of rights.


Fe y Alegría assumes the notion of citizenship, based on its being and doing Popular Education, that is, within the framework of rights, human dignity and from a political, ethical and cultural commitment that contributes to the construction of a society fair and democratic.


An education based on human rights and for citizenship helps to strengthen the democratic system of a country that is committed to the generation of educational processes that strengthen citizen training, the generation and strengthening of spaces for participation in schools and communities, is to know and respect the models of social organization. The School and the organized Community must bet on the generation of educational communities that promote being, thinking, feeling and doing among all.

Intercultural and Inclusion

For Fe y Alegría, inclusive education is a requirement for the construction of just, equitable and democratic societies. Inclusion is a call and response of our identity within the framework of Sustainable Integral Human Development that implies looking at the person in all its dimensions.


At Fe y Alegría we seek an inclusive education based on the problem of exclusion, to meet, with creativity and audacity, the people and communities that today constitute the new frontiers: multiple and varied areas of exclusion that need to be visible to give a relevant and timely response. Inclusion presents us with difficult challenges: economic, cultural, political, religious, gender, due to special educational needs associated or not with disability, geographical situations, for reasons of forced human mobility, etc.


Intercultural Education for All (EIT) and Intercultural Bilingual Education (EIB) challenge us to provide educational and pedagogical responses to diversity throughout the educational system with an open attitude to recognize the other as a valuable person with whom I establish relationships of complementarity and reciprocity, consciously freeing ourselves from prejudices that lead to discrimination, racism and sexism.

Equality and Gender Equity

The primacy of the person is the ethical principle that guides the educational action of Fe y Alegría. We consider that both men and women have the same dignity, are of equal value and are in relationship with others as custodians of their lives, with the same responsibility for the destiny of humanity.


We assume the definition of gender given at the IV World Conference on Women, in Beijing in 1995 where gender is understood as:
“The social roles constructed for women and men based on their sex [which] depends on a particular socio-economic, political and cultural context and are affected by other factors such as age, class,” … “and ethnicity ”. We have made this explanation ours because it emphasizes the social learning of being women and being men, therefore, it can be transformed from a personal and collective, intentional work.


As Fe y Alegría we are committed to the transformation of the realities of inequalities, discrimination and violence experienced by women towards a reality where equality, equity and inclusion are promoted and experienced.

Environmental Partner

The socio-environmental approach to Fe y Alegría challenges it to train people in a different worldview, transform ways of life, take care of resources and achieve the development of an “ecological citizenship” that means creating an alliance between humanity and the environment that promotes a solid training in values ​​and attitudes of commitment for the valuation, conservation and protection of the environment, in search of man-environment balance.


Pope Francis in the encyclical Laudato Si’ speaks of an integral ecology that is not limited to the environment, but assumes the aforementioned dimensions from the ethical principles of justice-equity and solidarity-fraternity with the poor, who are the ones who suffer the most. Caring for nature means fighting poverty and restoring the dignity of the excluded. The Pope urges us to assume this challenge of assuming ecological conversion by listening to “the cry of the earth and of the poor.”

Pedagogical Principles

The person as the leader of their learning

Fe y Alegría promotes the empowerment of all students from the strengthening of self-esteem, appreciation and respect for differences; learning that helps them to become aware of their own potential; who share the hope that it is possible to intervene in reality to improve it; that help to understand that history is made by all people, with each other, that we are builders of our destiny, capable of thinking, transforming, creating, realizing dreams without excluding others and that we are subjects of history.

Learning as a Process of Construction, Deconstruction and Reconstruction of Knowledge

For Fe y Alegría, learning as a construction process is an experience of empowerment and not of reproduction, which implies creating or appropriating new knowledge, making it meaningful, understanding its relationships with the world and with the history of humanity. Deconstructing means leaving behind, dispossessing of what has been learned, recognizing that science and technology advance and make new contributions, and that reality is constantly changing and it is necessary to establish new responses. Reconstructing processes that help to become aware and responsible for the opinion-acted and its implications and confronts us with the future perspective that requires recreating, renewing, innovating the knowledge learned.

Learnings That Prepare for Life

It means developing the relevant learning in students that they need to function in life. From this point of view, the educational institution is called to generate pedagogical and management practices that provide learning opportunities beyond what the educational system requires.


For this it is important that students make contact with reality for a better understanding and analysis of what happens in it so that they can solve problems of it and commit to transforming their personal, family, local, regional, national and world reality.

Positive Discrimination

Fe y Alegría, from its desire for justice, works by positive discrimination to offer preferential treatment, special specific attention to those most in need, and to all people and groups who are subjected to discrimination so that they can exercise their citizenship and have a dignified life.


Being faithful to the original charism of Fe y Alegría requires discerning where the new frontiers are “of those who live exclusion, of those who struggle to survive, of those whose lives are broken” and offer them our humanizing project.

Learning as Pleasant Experiences for Students and Teachers

At Fe y Alegría we consider that every learning situation should be a gratifying, joyful experience and for this reason the pedagogy of tenderness, affection and respect is used that facilitates establishing human relationships with mutual trust, but also to increase expectations and to unfold potentialities.


We believe that learning should take place in a positive, pleasant, motivating climate, where each member of the educational community in their role, finds satisfaction and encouragement to continue achieving new knowledge, develop skills and attitudes; accepting new challenges and challenges without getting discouraged.

Democratic Participation

At Fe y Alegría, the commitment to build a democratic society with justice and equity guides educational action. We understand democracy as a culture, a way of being and acting, which translates into participatory, collaborative, fair, ethical and supportive relationships in all areas of life.


Recognizing that democracy is learned by practicing it, we see that educational action must promote various channels and spaces for participation by all actors, developing awareness of the common good, the sense of belonging and co-responsibility with a common project and convince ourselves that only in the autonomous exercise of freedom can build democratic relationships.

Teachers as Cognitive and Affective Mediators

The Fe y Alegría teacher is the cognitive and affective mediator between what each student is, knows and has developed and the learning they hope to achieve. They are responsible for guiding, leading and facilitating the construction of their own knowledge in students, posing situations that are real challenges to trigger learning, develop skills and discover values ​​that guide their lifestyle.


Teachers are responsible for generating a favorable affective climate, carefully planning meaningful situations that generate learning taking into account individual differences, stimulating the systematization of what is being learned, applying active methodology strategies and a formative evaluation. It accompanies the personal development of each student and of their group and strives for all students to achieve the planned goals.

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