Clear ideas. Concrete application.
For professionals in educational centers who review materials and design an accessible and prudent sequence. The course allows analyzing fictional scenes, reworking materials and preparing an initial response with limits, a reference person and the next step, without intervening with minors or replacing protocols, protection officers or specialized training.
For whom
Teachers, leadership teams, guidance staff, coordination of wellbeing and protection, support staff and other adult professionals from centers, educational administrations, social organizations and networks of centers.
What you will learn
- Detect , biases and exclusions in classroom scenes, materials, rules and communications.
- Reformulate instructions, images and messages to represent diversity without erasing discriminations.
- Design a teaching sequence of 30–60 minutes with an observable objective, access adaptation and observation criteria.
- Propose an initial prudent response to indications, distinguishing listening, minimization of recording, reference persons and protocols.
The syllabus, no mystery.
Each module combines concepts, a practice and a question to build your own criterion.
- , diversity and fair treatment
- , prejudice, and discrimination
- Privilege and expectations in fictitious scenarios
- Participation, voices and distribution of opportunities
In groups, analyze a fictitious classroom scene with a template: describe facts, locate expectations or biases and indicate who participates, who is excluded and what information is missing.
A question to ponderWhat alternative interpretations does the scene allow and what would you need to observe before deciding that exclusion exists?
Your result: Sheet with separation between facts and interpretations, two biases or barriers, and one justified improvement hypothesis.
Your final project.
Individual or paired design of a teaching sequence of 30–60 minutes for defined recipients, with an observable objective, three moments, revised materials, access adaptation, participation options and observation criteria. Includes a brief initial response to an indication, with role limitation, minimization of record, reference person and next step. Only a 10-minute fragment per design is rehearsed and improved within 16 hours; it is not tested with minors nor does it generate student records.
This is how we work.
How we review what has been learned
Formative assessment through scene analysis, review of materials, simulations or scripts, and peer review. The evaluates coherence, representation, access adaptation, prevention of exclusion, prudence of the initial response, and feasibility. Ideological affinity and personal exposure are not scored; there are no mandatory tasks outside.
Format and sessions
Sixteen contact hours in four 4-hour sessions, in-person, live virtual or . Breaks excluded.
Before starting
No prior knowledge is required. Work will be done with fictitious or cases and you may participate orally, in writing, or as an observer.
Proposed instructor profile
Proposed instructor profile: professionals with relevant experience and verifiable roles. The specific profile will be confirmed before each edition, without attributing unvalidated teaching credentials.
Scope of the course
It does not include direct intervention with minors. It does not replace legislation, regional protocols, protection officers, or specialized training; nor is it therapy, legal advice, or a guarantee of results. Intimate data or personal experiences are not requested.
Reference sources
The cited entities are sources for consultation, not collaborators or endorsers of CRUSH.