‘Renca plays and learns as a community’ already impacts the lives of parents and students
Ana is 38 years old, Victor is 24, and Sonia is 53. The three have something in common: they accompany their children to the Third Interschool Date of this project executed by Fútbol Más, which seeks to impact the school life of 14 schools in Renca. “The fact that men and women can learn to regulate their strength on the football field in one of the things that I see as a great contribution that will impact my daughter’s life,” says Sonia.
Ana Romero, Christopher Garrido, and Sonia Pizarro decided to take Saturday afternoon off. The best excuse to leave everything aside at house is to accompany their daughters, who form part of ‘Renca plays and learns as a community’, project in the school division of Fútbol Más that seeks to impact 14 public schools in that municipality, regarding school life, using football and other activities as a tool.
“I wanted my daughter to do physical activity and leave the cellphone to the side. It was very necessary to have a space where she could play sports, but in the end I realized that she has learned more things than just leading a more active life. I see her talking about how to deal with peers and how to deal with children,” says Ana, mother of Angela Bahamondes, who is 10 years old and a student at the Juana de Lestonac School.
One of the most important components of this initiative, which is promoted by Coca Cola Andina and the Municipality of Renca, is that the games and football serve as excuses to generate learning processes around issues such as: gender equality, the rights of children, citizen participation, among others.
Among the most important components of the project is the search for improvements in school attendance, one of the major problems in educational establishments, and in which sports can be a positive tool for articulating improvements among boys, girls, young people, parents, attorneys, professors, and managers.
“She wanted to play sports and was interested in participating. Now I see, that she has learned more than just knowing how to play. I feel that she has made important advances in the form of relating to others, and this makes me happy. Her father, brother, and I accompany her on the weekends,” says Sonia Pizarro, mother of Antonia. And although a large percentage of the commitment of children comes from the work and effort the mothers or the heads of household have put into the program, there are cases like that of Christopher Garrido, who accompanies his 11 year old daughter to every inter-school date, to encourage and invite her to dream of a better relationship with her peers.
“I think that sometimes you need to worry about the internal coexistence in the classrooms, and children spend it on their cellphones which also affects the atmosphere,” says Christopher, who comments that his daughter was shyer and socialized little before. “It was difficult for her to make friends, and now I see that she already has a circle which with she relates and I think that is positive,” he reaffirms.
Felipe San Martín, professor of physical education, and Natalia Yáñez, social worker, who share the work as program coordinators of this project, share the vision that it is necessary to continue reinforcing the themes associated with coexistence such as respect for diversity, the rights of childhood, among others. “I think the most important thing is that we give children the space they need to express themselves and to live relevant experiences for their learning,” says Natalia.
If you want to know more about the launch of “Renca plays and learns as a community” held in April of this year:
4 de April de 2019