{"id":1266,"date":"2026-09-21T08:37:00","date_gmt":"2026-09-21T13:37:00","guid":{"rendered":"https:\/\/trees.uniandes.edu.co\/?p=1266"},"modified":"2026-10-22T08:38:24","modified_gmt":"2026-10-22T13:38:24","slug":"llevamos-el-modulo-de-ensenanza-para-la-equidad-a-soacha","status":"publish","type":"post","link":"https:\/\/trees.uniandes.edu.co\/en\/blog\/llevamos-el-modulo-de-ensenanza-para-la-equidad-a-soacha\/","title":{"rendered":"We're Bringing the Teaching for Equity Module to Soacha"},"content":{"rendered":"

In partnership with the Soacha Department of Education, we held the Teaching for Equity Workshop for the first time outside of Bogot\u00e1. Teachers from various subject areas shared their experiences and developed proposals to address inequalities through their own teaching practices.<\/strong><\/h3>\n\n\n\n
\"Cierre<\/figure>\n\n\n\n

From August 21 to September 18, 2026, we conducted the TREES Teaching for Equity Module in Soacha, in partnership with the municipality\u2019s Department of Education. Over the course of five sessions, 23 teachers from various subject areas shared experiences and developed proposals to integrate equity into their daily classroom practices.<\/p>\n\n\n\n

The module is part of the TREES Community of Practice, a forum for educators interested in reflecting on equity and transforming their teaching practices. This edition brought together teachers from subjects such as mathematics, social studies, physical education, and English. This diversity made it possible to explore different ways of addressing these topics based on the needs of each educational context.<\/p>\n\n\n\n

As Andr\u00e9s Bautista, coordinator of the TREES Community of Practice, explained, issues related to equity and inequalities \u201care not limited to a single discipline.\u201d Participants recognize that they can address these issues in their classes, \u201cin addition to developing the disciplinary understandings specific to each of their fields.\u201d.<\/p>\n\n\n\n

To achieve this, the module offers a process of training and reflection in which participants develop a plan for their own classrooms. With support from the TREES team and feedback from their colleagues, they define what they want their students to understand, design activities to achieve those goals, and propose strategies for assessing learning. Peer exchange allows participants to review the proposals and learn from the experiences of other teachers.<\/p>\n\n\n\n

For Gisela Rodr\u00edguez, a math teacher at the Paz y Esperanza School, this process meant connecting an idea she perceived as abstract to the situations she faces in her work. \u201cI was able to relate it more closely to my reality as a teacher, to the reality of my students, and also to my teaching practices,\u201d she explained.<\/p>\n\n\n\n

That reflection includes everyday decisions such as asking students how they are doing, whether they had breakfast, or how they got to school from home. Recognizing those circumstances, she noted, can change the way teachers approach what happens in the classroom and support their students\u2019 learning.<\/p>\n\n\n\n

During the closing session, participants presented posters featuring their teaching designs and their own definitions of equity. According to Bautista, the purpose of the work carried out was \u201cto think about better ways to talk, teach, and discuss equity, inequality, and social justice in the classroom.\u201d The proposals showcased different ways to connect these reflections with their students\u2019 experiences.<\/p>\n\n\n\n

Gisela, for example, proposed using chess\u2014a game that sparks interest at her school\u2014to explore the differences and needs of her classmates. By drawing on the various moves and possibilities of the pieces, she aims to help her students reflect on the perspectives from which they participate and the ways they can respond to those differences. The proposal also reflects her interest in promoting the participation of a student with a cognitive disability.<\/p>\n\n\n\n

For her part, Vilma del Carmen Salcedo Mu\u00f1oz, a social studies teacher who works with sixth- and seventh-grade students in District 4 of Soacha, focused her proposal on promoting empathy, solidarity, and recognition of classmates who need support to participate in classroom activities.<\/p>\n\n\n\n

Vilma explained that she had already put her proposal into practice with seventh-grade students. For her, the process allowed her to connect her knowledge of equity with a specific need at her school: \u201cIn theoretical terms, I understood it very clearly, but I hadn\u2019t adapted it to a real-world situation and an educational need.\u201d.<\/p>\n\n\n\n

The work of Diana Solis, a professor of Political Science and Economics, focused on recognizing one\u2019s own rights and those of others. Her approach aims to help students connect these reflections to what happens in the classroom, at home, and in their community. Exchanging ideas with other teachers allowed her to expand the tools she uses to address these topics: \u201cI want to build from a practical perspective, from a teaching perspective, through play, and by putting the child at the center.\u201d.<\/p>\n\n\n\n

The shared experiences also sparked reflection on the scope of this training. \u00c1ngela Pe\u00f1a D\u00edaz, Improvement Leader in the Educational Quality Division of the Soacha Department of Education, noted that teachers developed their own definitions of equity and devised ways to address these concepts with their students, taking into account the different contexts of their schools.<\/p>\n\n\n\n

For Pe\u00f1a, one of the challenges is to ensure that these reflections translate into practices that help reduce inequalities and enable students to recognize the conditions in which they live, grow up, and study, as well as their potential to transform their environment.<\/p>\n\n\n\n

The exchange also broadened the TREES team\u2019s perspective. For Bautista, it was an opportunity to rethink equity and educational equity \u201cfrom the perspective of schools and teachers\u201d pedagogical practices\u201d and from their diverse disciplinary perspectives.<\/p>\n\n\n\n

This first experience with the Module outside of Bogot\u00e1 allowed us to continue developing an approach to teaching for equity together with the teachers. Their proposals show how this reflection can take shape in a math class, an inclusion activity, or a conversation about rights, based on what each teacher knows about their students and learns from their colleagues.<\/p>\n\n\n\n

If you're interested in sharing experiences and continuing to explore these questions with other teachers, we invite you to join the TREES Community of Practice and stay tuned for upcoming announcements about our training opportunities.<\/strong><\/p>\n\n\n\n

See more Photos of the Soacha Module<\/a>.<\/strong><\/p>\n\n\n\n

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Join the Community of Practice<\/a><\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

En alianza con la Secretar\u00eda de Educaci\u00f3n de Soacha, desarrollamos por primera vez fuera de Bogot\u00e1 el M\u00f3dulo de Ense\u00f1anza para la Equidad. Docentes de distintas \u00e1reas compartieron experiencias y dise\u00f1aron propuestas para abordar las desigualdades desde sus propias pr\u00e1cticas pedag\u00f3gicas. Del 21 de agosto al 18 de septiembre de 2026, desarrollamos en Soacha el […]<\/p>\n","protected":false},"author":6,"featured_media":1272,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"descripcion":"En alianza con la Secretar\u00eda de Educaci\u00f3n de Soacha, desarrollamos por primera vez fuera de Bogot\u00e1 el M\u00f3dulo de Ense\u00f1anza para la Equidad.","etiqueta":"Comunidad de Pr\u00e1ctica","fecha_evento":"","enlace_evento":"","footnotes":""},"categories":[2,12,9],"tags":[],"class_list":["post-1266","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-destacado-ensenanza","category-destacado-inicio"],"_links":{"self":[{"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/posts\/1266","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/comments?post=1266"}],"version-history":[{"count":3,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/posts\/1266\/revisions"}],"predecessor-version":[{"id":1277,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/posts\/1266\/revisions\/1277"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/media\/1272"}],"wp:attachment":[{"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/media?parent=1266"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/categories?post=1266"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/trees.uniandes.edu.co\/en\/wp-json\/wp\/v2\/tags?post=1266"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}