DESCRIPTION OF THE ETHICAL AND CIVIC EDUCATION SECTIONS FOR THE

BGE
SECTION 1: PERSON
Summary
The categorical concept person refers to that which is unique and distinctive to men and women: its
singularity arises from the fact that a person is an individual with a physical, psychological and
spiritual nature. This makes a person rational, and in consequence, conscious, free and morally
responsible and establishes the basis for their dignity as a human being. When we use the word
person, we think of the capacity to learn, want, choose, create, feel, express, relate to others, take
responsibility for actions, transcend and, in consequence, relate to God.
That children may learn to recognie and distinguish aspects of the concept person, rather than to
define or theorie about it, is what we wish to achieve by means of the !G".
#owever, it is necessary to direct the reflections of children, arising from their own background and
living experiences, towards categoriations and theories with a higher level of rational foundation
and explanatory extension. Within this framework it is desirable that they start to learn that there are
different concepts of person and learn the basis for them. $earning to enrich their reflections with
contributions from religion, conventional wisdom and art is also an aim.
The category person is a complex and integrated unit, in that sense it permeates and its significance
arises in all the sections of this chapter. #owever, for a better presentation, we include contents
oriented towards understanding psychological processes and basic sociability under this title in this
space.
A person's psychoo!"c# processes
These processes may be found organied around three dimensions, the affections, the intellect and
the will, which should only be distinguished for their better presentation and analysis, since they are
mutually involved in a person.
The affections
The aim of the contents which refer to the affections is that they may contribute to the
understanding and explanation of %what we feel%, personal and interpersonal feelings, emotions,
desires, fears, conflicts, aggressiveness& self'esteem and its lowering& the affirmation of sexual
identity and its relationship with social roles and the orientation towards love& reactions to fear and
death.
The relationship between the affections and the body and action, body image, impulses, inhibitions,
control, the broad field of action motivations and interest in knowledge, the importance of emotions
in the recognition of values, the role of the affections as elements which facilitate or raise obstacles
to learning occupies a prominent position.
These contents are important elements in education for health, respect, care and acceptance of
oneself and others.
The intellect
The aim of the contents which refer to the intellect is to facilitate the comprehension and
explanation of %what we think%. They refer to the complex processes of human thought, which
include perception, memory, imagination, language and intelligent processes.
The differentiation of diverse capacities and modus operandi of the intellect, allows us to better
understand certain thinking phenomena and value the differences between people.
The will
The aim of the contents which refer to the will is to facilitate the comprehension and explanation of
%what we want and do%.
These are the processes which lead to action and self'realiation by means of choices and free
decisions.
The discussion of sub(ects related to the will is a privileged occasion to reflect on the value of
constancy, firmness in facing the difficulties inherent to tasks, commitment, efficiency, self control
and the work culture. )t also allows the introduction of the ma(or issues of self'realiation, freedom,
choices and personal decisions.
The will, in its relationship to the affections, contributes the main elements to an education for love,
in its full sense.
B#s"c soc"#$""%y
* person is a social being shaped through interaction with others. * social being who
communicates, plays, collaborates, lives within an institutional framework and socially regulated
environment. The very development of the processes mentioned above is socially and culturally
mediated. The social dimension is, therefore, a fundamental component of personal development.
Groups
+ociability is constructed and expressed by means of insertion through reference to, belonging to
and,or differentiation in different social groups.
The family is the natural and basic element of society. )t is the primary group. We must understand
the changes which take place in its composition during the lifetime of one person, the roles and
expectations and social and cultural conditioning.
!ut, people also form groups based on the ties of friendship. )t is important that girls and boys
recognie and understand the different levels of friendship, the commitments and attitudes they
generate, the affinity, convenience, and social expectations used as criteria in the selection of
friends.
-eople do not only interact with family and friends& they also participate in other groups .social,
political and religious/, which will be the sub(ect of discussion in the chapter on +ocial +ciences. *
brief mention of this sub(ect in this chapter allows us to better understand the social fabric and the
concept of sociability as a dimension of a person.
Other fields of expression and sociability
+ocial experience also takes place in other fields. )n each of them it possesses its own logic and
tends towards specific ends. 0onsensus, conflict, leadership, reward and punishment processes are
generated within the social experience.
The sense of belonging to a certain culture and, therefore, the sharing of values, rules, traditions,
customs, beliefs and religious practices with others constitute a ma(or field within social experience.
)ts inclusion as a content of this +ection, related to the contents of the +ocial +ciences, allows us a
better understanding of the social dimension of a person.
*s educational contents of the !G" we can mention $anguage, in its oral, written and gestural, etc.
forms& Games, spontaneous and according to rules& *rt, in its different forms& Work, in the sense of
its development of individual potential and also considered from the viewpoint of its social
functions. 1or a better understanding of the dimensions of a person it is important that the students,
both girls and boys, should analye and experiment in what manner these forms of socialiation
relate to one another. ".g., the effort required by games and artistic activity& the aesthetic and play
dimension implied by work.
I&en%"%y #n& soc"# "&en%"'"c#%"on
!y identity we mean, on one hand, the capacity for self'recognition and self'esteem of an individual
and unique person, source of rights and obligations. 2n the other hand, it is also the capacity to
recognie and measure a person3s sense of belonging to a community, with which they share a
common history, values and pro(ects, forming a collective identity, permanently under construction.
!oth dimensions of the identity continually relate and mutually condition each other.
* person3s personality is formed by means of a complex process of identifications. 4ole stereotypes
expectations and demands, 5others3 in general and, specially, models play a fundamental role in the
shaping of personality.
The lack of adequate models or clear criteria in the adult world makes the processes of identification
and identity construction difficult for the young. 2n the other hand, both authoritarian forms of
imposition and the absence of rules prevent development and the construction of a solid personal
identity.
The difficulties encountered in the construction of a personal identity include both conscious and
unconscious social exclusion and discrimination processes in which social models and fixed roles
intervene, e.g. men and women, healthy and ill, 5normal3 and 5handicapped3, rich and poor, natives
and foreigners, believers and unbelievers.
The understanding of these issues may strongly contribute to the way in which we value ourselves
and others, construct solid bases for mutual respect and tolerance and value non'discriminatory
differences. *ll the contents of this section are significant for an education in the recognition of
basic human rights and for a full social life without discrimination due to ethnic, religious, sexual or
age differences.
The affections, the will, the intellect and sociability become entwined in a complex process of
integration which shapes personal identity and, at the same time, makes people aware of the
importance of keeping an open mind to transcendency, according to their own convictions and those
of the group they belong to.

!y means of these contents the students, both girls and boys, will find school an environment
favorable to consideration, reflection and discussion of issues which arise when they start to ask
themselves questions related to their own existence, the order of things and life in general.
He#%h
#ealth is closely related to quality of life and indirectly affects the possibilities of taking full
advantage of school life and an active and creative integration into society. Therefore, education for
health is a right we all possess.
The educational system is one of the most important channels for working with contents related to
health and for helping communities develop adequate practices and activities to promote health.
The contents related to health originate in different fields of knowledge and action, are channeled by
diverse agents and through different means. +chools must integrate and organie contents of
different provenance, those originating in family circles, supplied by friends, from organiations
within communities, relayed by the media, and advertising or other sources.
To select the contents which will be addressed in different schools it is important to keep in mind
the needs of people and communities. This premise brings as its corollary the necessity of
structuring the contents round themes which have traditionally been present in educational systems
and other new sub(ects. +ub(ects of great importance amongst the first are nutrition, hygiene,
accident prevention and others. *mongst the new sub(ects we can mention *)6+, drug abuse and
alcoholism.
*ll the issues mentioned and others which may be relevant and must be included require an
integrating approach which addresses health within the framework of human biological and
psychological processes, sociability and identity construction so that attitudes to health may be
understood and developed in a broad and complete sense.
Expected achievements for Section 1 of Ethical and Civic Education by the end of the BGE.
-upils shall:
7now, at their level, how to differentiate, understand, relate and value the complexity of
psychological processes, human sociability, the processes of shaping of personal identity and the
different ways to keep an open mind to transcendency.
4elate contents which originate in the +ocial +ciences and 8atural +ciences and "thical and 0ivic
"ducation according to their personal, community and social necessities for the care and promotion
of personal and community health in a broad and complete sense.
$inks of section 9 for "thical and 0ivic "ducation with other chapters of the 0!0s for the !G".
ETHICAL AND CIVIC EDUCATION
SECTION 1: PERSON
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SECTION (: VALUES
Summary
The dimension related to values is a typical characteristic of a person as a human being capable of
acting according to aims or ob(ectives, make (udgments and take decisions in accordance with these,
and so choose avenues of social and personal humaniation.
The incorporation of some of these themes in the !G" has as its aim the fulfillment of a person in
that personIs ethical dimension to which the 1ederal $aw of "ducation makes reference in section
six. * task combining the teaching of these contents, amongst others, with those related to a person,
to the rules for the construction of a democratic order and with the procedures and attitudes
proposed in the last section of this chapter is indispensable to achieve this ob(ective.
* person as a free, rational and responsible human being is capable of discovering, appreciating,
updating and taking upon themselves these hierarchical values.
)n general, values respond to man3s necessity of truth, good and beauty, which are part of his nature
and make it possible for him to strive for individual and social perfection. These become manifest in
a person3s relationship with self, others and the world and are transmitted by means of traditions,
cultures, religious convictions and philosophical ideas.
Un")ers# )#*es
* reflection on values addresses the issue of whether it is possible to recognie universal values. )t
is a well'known fact that this discussion is wide'ranging and different positions exist with relation to
the sub(ect.
"scepticism declares that it is impossible to find grounds on which to base universal values.
4elativism considers that values depend exclusively on psycho'historical'cultural circumstances.
"thnocentrism and 1undamentalism consider particular concepts universal.
The fostering and furtherance of these values, which are universally recognied, is a fundamental
responsibility of schools. !ecause these values are based on human dignity and human nature and
contributing to their adoption on the part of girl and boy students is a way of contributing to the
construction of a fairer, more ethical society and the conformation of order and democratic culture.
*mongst these values we must mention the promotion of good, the search for truth, life, human
dignity, love, peace, harmonious relations, solidarity, friendship, mutual understanding, (ustice,
liberty, tolerance, honesty, international and intercultural understanding.
)n the Third 0ycle of the !G" processes of reflection on the different positions adopted on these
matters will be initiated.
Expected achievements for section 2 of Ethical and Civic Education by the end of the BGE.
-upils shall
7now the values adopted as universal by the *rgentine 0ommunity and those of the groups they
belong to and which act as references, possess the necessary elements for the (udgment and
discernment of values and non'values, start personally to adopt universal values, defend them and
(ustify their options.
:nderstand and respect the values of other people and groups who maintain harmonious relations
within society. )ncrease their degree of commitment and responsibility with reference to values such
as life, the search for truth, the promotion of good, peace, (ustice, friendship, tolerance, solidarity,
liberty, equality, honesty and international and intercultural understanding.
$inks of section ; for "thical and 0ivic "ducation with other chapters of the 0!0s for the !G".
ETHICAL AND CIVIC EDUCATION
SECTION (: VALUES
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Summary
4ules refer to harmonious social relations organied round a core system of principles and laws
whose purpose must be to guarantee social respect for a person3s dignity and to foster the
furtherance of the common good.
The relation of rules with respect for human dignity and the social fulfillment of ethical values such
as (ustice and solidarity make rules a basic educational content for the socialiation required from
schools.
-roposed in this section are the basic contents oriented towards civic education, the meaning and
role of rules for organied social life& the principles, values and assumptions of the 8ational
0onstitution and the respective -rovincial 0onstitution, and the indispensable reference to human
rights which places in the correct context what responsible citienship means today, at the end of the
FF century.
R*es #n& Soc"e%y
)ncluded under this title are contents oriented to the comprehension of the sense, role and
development of rules for social organiation and everyday life. These contents can, in their turn, be
internally grouped centering on two axis, social interaction and rules& legal rules, necessities and
interests and law, power and legitimacy.
Social interaction and rules
+ocial harmonious relations presuppose mutual recognition, respect for (ustice and the regulatory
character of the rules. Girls and boys must know the nature of these last, their prescriptive,
sanctioning and protective character. )n social harmonious relations there are different types of rules
which must be identified.
* comprehension of the sense, diversity, origin and validity of the rules facilitates an understanding
of the obligations and commitments they generate in everyday life.
Legal rules
)t is necessary to understand the specificity of legal rules, their systematic character and their
necessary ranking. )ndividual and social necessities and interests originally shaped legal order, rules
and laws. To understand the sense and social function of rules, first it is fundamental to establish the
distinction between basic human necessities, based on the dignity of the individual, and diverse
social interests which may generate conflicts between groups and,or individuals.
The N#%"on# Cons%"%*%"on #s %he '*n&#+en%# nor+
#aving explained the basic characteristics of rules, it is possible to address the issue of the
fundamental norm.
Relationships with history and social practice
The 8ational 0onstitution as a fundamental norm for harmonious relations between *rgentines, is
the result of a complex process of national education and organiation and of the successive
necessities of adapting to new social actors and scenarios.
)n this context, strongly related to +ocial +ciences, %the strengthening of national identity, taking
into account local, provincial and national idiosyncrasies% and the %strengthening of national
sovereignty % .1ederal $aw of "ducation, section @, paragraph a/ and b/ can be worked on.
Together with historical reflection, the analysis of the 8ational 0onstitution also requires permanent
reflection on social practice and everyday life, because the enforcement of constitutional order
translates into modes of harmonious social relations, into democratic life'styles, into rational ways
of resolving conflicts and constructing fairness.
Principles, assumptions and values of democratic order
The 9JJE 8ational 0onstitution reaffirms democracy as a socio'politic form of organiation in its
representative, republican and federal form.
The basic principle of democracy consists in recogniing the people as the origin and basis of all
power. )ts basic assumption is equality before the law. )ts values are centered on the indispensable
commitment of respect for human dignity.
The division of powers and the publicity of government actions are related to the mechanisms of
social balance and control, which the 0onstitution establishes, for the organiation of the +tate.
1ederal 2rganiation completes the form of democracy established by the 0onstitution.
0onstitutional 1ederalism is related to the sub(ect of levels of autonomy and common
responsibilities.
Rules, rights and guarantees
4ights and guarantees are one of the pillars of democratic legal order. The motives that led to their
inclusion in the rules, and most especially in the 8ational 0onstitution and in the provincial
0onstitutions, their historical evolution and their different types, are contents proposed for the !G".
The grounds on which are based the criteria of hierarchy and importance applied to the different
rights and guarantees, is a central facet related to their discussion.
The educational contents presented here provide an indispensable legal context for the discussion of
ma(or issues: cases of environmental pollution, urban occupations, lack of security, violence, etc. )n
turn, the inclusion of the sub(ect of constitutional rights and guarantees makes sense to girl and boy
students when they analye these ma(or issues.
H*+#n r"!h%s
The declaration of human rights is embodied within successive universal declarations and
international treaties, which *rgentina has ratified and this declaration has even been added to the
constitutional text. The history of human rights must be known and understood and is, in essence,
related to a worthy citienship.
The dignity of the individual is the basis of the right to life and individual liberty& freedom of
conscience, of thought, of religion, of expression, of association& the right not to suffer persecution
nor exclusion due to any type of discrimination or intolerance.
4espect for the individual comprises the social recognition of the right to dignified work, without
discrimination, to housing, to health, to food, to education, to culture, to religion, to information, to
leisure.
*t school, within this context of %education for human rights% it is important to work on the rights
of children, of women, of ethnic groups, of the handicapped, of the ill and also on the respect for
diverse religious beliefs.
Expected achievements for section 3 of Ethical and Civic Education by the end of the BGE.
-upils shall
!e capable of recogniing in everyday life the role of rules, of values of the democratic form of
social organiation, and must be able to account for the fundamental principles of the 8ational
0onstitution and the representative, republican and federal form of government, as also their
-rovincial 0onstitution.
!e able to recognie discrimination and re(ect it on the basis of a defense of human rights.
$inks of section ? for "thical and 0ivic "ducation with other chapters of the 0!0s for the !G".
ETHICAL AND CIVIC EDUCATION
SECTION ,: SOCIAL RULES
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SECTION -: GENERAL PROCEDURES
Summary
De)eop+en% o' o!"c#. re'e/")e #n& cr"%"c# %ho*!h%
The development of %tools% for thought constitutes a general and basic ob(ective for all students at a
time when innovative theories and pedagogical processes, in connection with predominant social
dynamics and tendencies, emphasie the necessity of providing girl and boy students with skills
which will allow them to act competently in the different fields of knowledge and action.
Therefore, these skills are of a broad social significance. They are basic elements for the better
understanding of self, nature, social and cultural life and are necessary for competent action in the
fields of science, technology and others.
<ost important amongst the procedures of this section is:
0onceptualiation, analysis and synthesis, the attainment of internal coherence and closeness to
truth in reasoning processes, to confer greater pertinence, rigorousness and consistency on own
thought processes.
The development of reflexive thought, consisting in the close examination of own thoughts and
those of others to attain levels of greater elaboration and decantation of knowledge.
The development of constructive and critical thought processes, that is to say, a mental attitude of
search for truth, capable of analying what is happening, what is heard or what is read.
The identification of fallacies, that is to say, of those affirmations, which appear true but are not&
discernment of complex facets of reality and the making of personal (udgments based on this reality.
The establishment of a rational basis for affirmations or negations through a search for and
presentation of reasons.
4elating known facts to a set of greater known facts.
To attain the ends mentioned above, the recommended procedure to work with at school is
argumentative dialogue. The student must listen to reasons, learn to give them, learn to explain
things on the basis of their causes, dissent using rational arguments, avoid arguments based on
authority, fallacies, arguments against individuals .ad hominem, explain things on the basis of their
causes and not merely describing facts. * good definition of problems, the pertinent selection of
information and its correct organiation will be insisted on.
De)eop+en% o' cre#%")"%y
The development of creativity is an ob(ective, which converges with that of logical, reflexive and
critical thought. These accentuate the facets of rigorousness and solidity, whereas creativity implies
the capacity to transcend the limits of what has been done and said, to explore new alternatives and
new meanings. )t is also the capacity to impose a personal imprint on what is felt, said, done or
thought and it is expressed both in science and art, in technology and in play, in communication and
in calculus. 0reativity allows us to feel as our own whatever is thought or expressed.
)n this way, creativity is not confused either with originality understood as a lack of connection
between reality and sociability or with genius, which would restrict it to being a capacity of a small
sector of privileged beings.
0reativity is underpinned by good powers of observation, a constructive rational critique, the
development of imagination and the capacity to express ideas, feelings and the referential
framework of each individual or group.
0reativity is a procedure and attitude content, especially pertinent in determining the development
of a person3s different capacities, since it is a sign of autonomy and personal freedom.
When working on creativity as an educational content, it is important to do so not only personally
but also collectively. There are groups which are more or less creative. )n this line, this section of
contents has to be of use in helping to understand cultural creation in all fields of human experience.
This dimension of creativity is related to the possibility of developing new social pro(ects which
promote greater levels of productivity within the framework of fairness and solidarity.
0or# &"s%"nc%"on o' "n&")"&*# #n& soc"# #c%"ons
The distinction of the dimension of values in individual and social actions must be addressed at
different levels: the analysis of concrete situations, the analysis of customs, values, virtues, rules and
the analysis of principles and moral reasoning. These levels are not separate entities. 6uring the
!G" it is important to teach students how to differentiate and integrate them, working on each one
according to the evolutionary stage attained by the girl and boy students and the complexity of the
reality in question.
This process will commence during the 1irst 0ycle of the "G! by means of the analysis of concrete
situations near to the students3 experience. *ctions which reveal values will be described. The girls
and boys will be guided through processes of perception of the values revealed in the actions of
concrete people near to them .promoting attitudes of understanding and avoiding (udgmental
attitudes/. The suiting of actions to values will be analyed with them& a special attention will be
given to those such as life, peace, harmonious relations, tolerance, friendship and honesty. When
analying these situations it is fundamental to keep in mind the aims, contexts and circumstances
surrounding the actions. )t is equally important to distinguish between people3s intentions and the
morality of their actions.
6uring the +econd 0ycle of the !G" the process of reflection on the basis of customs, values,
virtues and rules most widespread in society and with which girl and boy students come into contact
when addressing the contents of +ocial +ciences of this cycle will be initiated. These reflections will
allow them to discover their origins, their senses, their inclusions in hierarchies or range of values
and virtues, and the basis for these. * critical analysis should result in understanding the significance
of the existence of different ways of life, of different conceptions of the individual or person and
their happiness. $ikewise, it will promote progressive preparation for the choice of the student3s
own life pro(ect and respect for others.
6uring the Third 0ycle of the !G" the students, both girls and boys can be led to performing a
more complex analysis of the value dimension of individual and social action, which presupposes a
greater capacity of globaliation. !y means of this process an attempt will be made to teach them to
distinguish and analye those principles which rule actions and which define them as morally good
or bad. 2n one hand, this type of analysis requires the identification of the principles involved in
different actions and, on the other hand, the rational discussion of their ethical validity. ".g. a more
or less implicit principle, frequently underlying certain actions is %the end (ustifies the means%. The
girl and boy students can be guided so that they identify this principle acting in situations of their
own environment or in concrete historical situations and later the inconsistency of this principle
from the moral point of view can be analyed with them. This procedure should allow students, both
girls and boys to acquire a better understanding of the ethical fabric of actions.
Expected achievements for section 4 of Ethical and Civic Education by the end of the BGE.
-upils shall
-ossess rigorous, reflexive, constructive and critical though processes.
4ecognie informal fallacies in discourse and in arguments and be able to distinguish different types
of rational argument.
6efine and analye problems with a certain level of precision.
#ave explored their creative possibilities in different fields. 4ecognie the creativity of others and
recreate cultural manifestations of groups and peoples.
*nalye concrete situations from the ethical value perspective. #ave started to reflect on the basis
for customs, values, virtues and rules which are most widespread in society. !e ready to act on the
values freely adopted according to their own convictions and those of the group they belong to.
$inks of +ection E for "thical and 0ivic "ducation with other chapters of the 0!0s for the !G".
ETHICAL AND CIVIC EDUCATION
SECTION -: GENERAL PROCEDURES
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Summary
)n this section there is a synthesis of high generality level attitudes, coherent with the values
indicated in the second +ection of this chapter and with the set of attitudes introduced in the
respective sections of former chapters. They are organied on the basis of the areas of competence
development, which were approved in 6ecember 9JJ; by the 1ederal 0ouncil of 0ulture and
"ducation.
Con%r"$*%"ons %o e%h"c# &e)eop+en%
)n this section insistence will be placed on the development of attitudes of fairness, (ustice, truth and
liberty as avenues to personal fulfillment, together with concepts of autonomy and responsibility in
social behavior.
1ostering an education in line with these aforementioned elements would also presuppose the
cultivation of attitudes of flexibility, tolerance and respect for that which is different as a form of
social relation in a world which becomes more complex and interdependent each day.
+imultaneously, and in accordance with the aforementioned, the fostering of the development of
attitudes of cooperation with and solidarity towards others is fundamental.
1inally, development of the sense of caring for one3s person, the community and nature as an
expression of respect for self, for others and for all existence and as a concrete form of respect for
life, is necessary. )n this sense the development of a positive appreciation of en(oyment and the
creative use of leisure is also implied.
Con%r"$*%"ons %o %he &e)eop+en% o' soc"# #n& co++*n"%y )#*es
)t is necessary to foster, using other social relationships as a starting point, the development of
attitudes of appreciation of one3s own identity as a way of contributing to the shaping of a sense of
belonging and national identity and of a dignified and respectful relationship with other identities
which would lead to understanding them as a possibility for greater spiritual enrichment.
The development of values and attitudes of responsible participation within the context of a
democratic society permanently under construction will be fostered. *s elements of importance
which make this participation possible, values and attitudes of dialogue, understanding and a search
for rational solutions to conflicts will be cultivated.
With the aim of cooperating with the fruitful insertion of people into society and with their
contribution to the collective development, a positive regard towards work and related attitudes will
be fostered, in this way helping students to understand work as an opportunity for personal
fulfillment.
Con%r"$*%"ons %o1#r&s &e)eop+en% o' sc"en%"'"c #n& %echnoo!"c# 2no1e&!e
The cultivation of a regard for the search for truth, rigorous thought processes, investigation and
analysis as characteristics of scientific and technological knowledge will be insisted on, in a way
that may assure a broad minded attitude towards other facets of reality.
)n turn, a critical appraisal of scientific and technological advances and their possibilities and
limitations as instruments for the transformation of reality with the aim of improving human living
conditions, will be developed.
4elated to the aforementioned, efforts will be made to develop positive attitudes of appraisal with
regard to the relationship between scientific and technological thought, social development and
values, so that science and technology may be understood as human products at the service of
society and man3s welfare.
Con%r"$*%"ons %o %he &e)eop+en% o' e/press"on #n& co++*n"c#%"on
* regard for the use of languages and symbols as elements which allow logical thought, the
symbolic construction of the world and the communication of ideas and sentiments will be
developed.
The cultivation of regard for aesthetic manifestations as a fundamental dimension of society and the
individual will be insisted on.
We do not present a chart of attainment in this chapter for the general systematied procedure and
attitude contents as we did for the first three sections. This is due to the fact that both the procedures
and attitudes pertaining to these fifth and sixth blocks are of a broadly general character, are learnt
by means of more specific contents and are developed in the other sections in this chapter and in
those of the 0ommon !asic 0ontents.
PROPOSED SCOPE FOR THE ETHICAL AND CIVIC EDUCATION CBCs PER
SECTION AND PER BGE C3CLE
FIRST C3CLE
SECTION 1: PERSON
Psychoo!"c# processes o' %he "n&")"&*#
CONCEPTUAL CONTENTS
* person3s different sentiments.
)magination and remembrance.
Types of intelligence.
The will and the affections.
The human actor and behavioral differences compared to animals and plants.
B#s"c soc"#$""%y
The family and its roles: peer groups, %the girls% and %the boys%.
!asic human necessities.
1riends.
-lay with others.
The school work group and collaboration.
$anguage as a socialiing element.
I&en%"%y #n& soc"# "&en%"'"c#%"ons
)dentity and social models.
1eminine, masculine, girls and boys.
!elonging to a nation: language, culture, history, religion and traditions.
He#%h
The body, health and disease.
The care of the body as a personal and social responsibility.
#ealth as a personal integral reality.
PROCEDURAL CONTENTS
2bservation and comparison of different sentiments.
6ifferentiation of volitional processes.
6escription of own family.
)dentification of groups of friends.
6ifferentiation of feminine and masculine.
)dentification of national symbols and customs.
)dentification of health and disease.
8arration of own and othersI experiences.
4egister and narration of corporal appearance and states of health and disease.
SECTION (: VALUES
CONCEPTUAL CONTENTS
#uman actions and natural events.
1amily and educational community values.
The customs of close groups.
6ifferences in customs.
4espect for and re(ection of self and others.
4espect for differences.
6oing good and avoiding evil.
PROCEDURAL CONTENTS
6ifferentiation of the mode of action of humans and other live creatures.
)dentification and classification of some of the customs of the groups one belongs to.
)dentification of the customs of other groups and differentiation with those of own group.
SECTION ,: SOCIAL RULES
Nor+ #n& soc"e%y
CONCEPTUAL CONTENTS
#armonious social relations within the family, the school and in other groups.
4ules and what can and cannot be done some everyday rules .4ules to be obeyed in traffic, school,
and clubs, organiations for girls and boys, etc./.
4ules, penalties, protection.
The N#%"on# Cons%"%*%"on
4ules and group organiation.
0ompliance with rules.
6emocracy and rules.
"quality before the law.
0onflicts and provisions to face them.
2bligations and responsibilities of social harmonious relations.
H*+#n r"!h%s
Respec% 'or "n&")"&*# &"!n"%y
0hildren3s rights.
4espect for differences.
4ecognition of others.
The relationship of un(ust situations and the respect for individual dignity.
6iscrimination as an infringement of rights.
-eace.
PROCEDURAL CONTENTS
"xplanation of experiences of family life and with groups of friends.
2bservation and identification of different rules.
)dentification and relationship between penalty and norm infringement.
2bservation and narration of conflict situations in everyday life.
2bservation and narration of experiences of discrimination in nearby environments.
2bservation and narration of situations of intolerance and lack of respect for others in everyday life
SECOND C3CLE
SECTION 1: PERSON
The "n&")"&*#'s psychoo!"c# processes
CONCEPTUAL CONTENTS
4ecognition of motives and reactions based on the affections.
The causes of remembering and forgetting.
+trategic, communicative and expressive intelligence.
The will, wanting, choice and decision.
* person3s behavior, reason and liberty.
B#s"c Soc"#$""%y
The roles assigned to man and woman and family relationships.
Groups of friends, the affinities.
)ndividual and collective behavior in games, the role of rules.
Work relationships in society.
0ommunication.
0ultural diversity, the need to accept diversity.
I&en%"%y #n& Soc"# I&en%"'"c#%"ons

)dentity as a recognition of belonging to a group and a history.
The individual and the search for transcendency.
He#%h
The outward appearance of the body, health and disease, care and risks.
6angers to health.
*n adequate protection of integral health.
The right to health and human dignity.
PROCEDURAL CONTENTS
2bservation and analysis of different sentiments.
The analysis of situations in which different forms of intelligence are expressed.
*ccomplishment and analysis of communicative experiences.
6ramatiations and role recognition.
"xchange and analysis of relationships between parents and siblings.
*nalysis of the differences between different groups of friends.
*nalysis of different roles in play, work and communication situations.
*nalysis of the conditions under which diseases appear.
"xplanation of the relationships between environment and health.
SECTION (: VALUES
CONCEPTUAL CONTENTS
#uman action, intentions, motives, aims.
$iberty and responsibility in personal and social human action.
+ocial customs as orientation of action.
4espect for others as an exercise in fairness and solidarity.
4espect for life in all its manifestations.
The search for the common good in social life.
PROCEDURAL CONTENTS
)dentification and reflection on the intentions, motives and aims of own actions.
)dentification of good and evil actions and values as a source of (udgment according to the universal
values adopted by the *rgentine community and the educational community.
4ecognition of the relationship between social customs and personal behavior.
4ecognition of a responsible mode of action.
SECTION ,: SOCIAL RULES
R*es #n& Soc"e%y
CONCEPTUAL CONTENTS
The social role of rules.
The validity and respect for rules and the correct operation of groups.
8on'compliance of rules. 8ecessity and possibilities of modification.
The N#%"on# Cons%"%*%"on
8ational history and the search for rules to regulate harmonious social relations.
6iverse interests, conflicts and obstacles to harmonious social relations.
The origin and basis of the power of the people.
1orms of democratic participation.
0onstitutional rules, rights and guarantees.
6emocracy and its relationship to rights and guarantees.
Gustice and social solidarity as basic social values.
H*+#n r"!h%s
Texts of universal declarations of human rights.
4elationships between democracy, constitutional state and human rights.
The right to liberty and life: freedom of conscience, of expresion, of association, of movement.
4ight to not suffer discrimination due to religion, race, sex or ideology.
PROCEDURAL CONTENTS
8arration of experiences and identification of the existence and role of the rules.
4eflection and explanation of the relationship between the norm and group operation.
4ecovery, communication and critical reflection on historical information on the democratic process
in *rgentina.
The importance of (ustice and solidarity in social life.
)nvestigation of situations of respect for and infringement of human rights.
THIRD C3CLE
SECTION 1: PERSON
The "n&")"&*#'s psychoo!"c# processes
CONCEPTUAL CONTENTS
0oexistence of opposing sentiments.
)magination.
The will, decision and freedom.
The complexity of human actions.
B#s"c Soc"#$""%y
*dolescence and changes in the relationship with parents.
1riendship, comradeship, secrets and groups one belongs to.
Work and the development of human potential.
The social organiation of work. +olidarity and competition.
:nemployment and conflicts.
*dolescent culture.
The I&en%"%y #n& Soc"# I&en%"'"c#%"on
The search for personal identity. The affirmation of sexual identity.
-ersonal, group and national identity.
The individual person and the different modes of search for and experiences of transcendancy
according to their own options and convictions.
The value of a healthy life.
-ersonal health and social health.
*n integral conception of health.
#ealth in the different life environments.
PROCEDURAL CONTENTS
0ommunication of emotional experiences of self and others.
4eview of everyday life episodes. 0omparative analysis and position adopted when faced with
different alternatives.
*nalysis of roles and different changes in family life.
*nalysis of child and adolescent culture.
*nalysis of the current stage of life: conflicts, insecurities, construction of the identity.
)dentification and interpretation of processes and cases of construction of national identity.
*nalysis of the ethical, cultural and religious values and of diverse cosmovisions for the
construction of the personal identity.
)nvestigation of situations of health and disease.
8arration of health,disease experiences and analysis of their processes.
SECTION (: VALUES
CONCEPTUAL CONTENTS
$imits imposed on human action.
1reedom, autonomy and responsibility.
The notion of value and its relation to people3s actions.
The individual and values.
0ustoms and their transformation over time.
4elativism, "scepticism, "thnocentrism and 1undamentalism.
The universal character of values and their relation with human dignity.
The individual person3s dignity and the organiation of society.
The common good and personal responsibility.
PROCEDURAL CONTENTS
)nvestigation and conversation on the relationship between the human condition and values.
4ecovery and analysis of information on different conceptions of the human individual person and
values.
4ecognition of the universal character of values, 4elativism, "scepticism, "thnocentrism and
1undamentalism.
-ractices in the exercise of freedom and responsibility.
SECTION ,: SOCIAL RULES
R*es #n& Soc"e%y
CONCEPTUAL CONTENTS
0haracteristics of social rules.
6ifferences between a legal and a social norm.
4ules and the correct operation of (ustice.
4ules as a recognition and guarantee of the individual3s dignity.
The constitutional state as a form of harmonious social coexistence and procedures for resolving
conflicts in a rational manner.
The N#%"on# Cons%"%*%"on
#istoric understanding of the 8ational 0onstitution. )mportance of the 9J9? *ssembly and the
-rovincial 0onstitutions.
The history of the 0onstitutional 4eforms.
The history of the successive disruptions of constitutional order.
6emocracy, the organiation of the state, the federal organiation of the 8ation.
6emocracy as a form of socio'politic organiation and life style.
#istorical origin and evolution of constitutional rights.
4ights, guarantees and their relation to obligations and responsibilities.
0itienship.
H*+#n R"!h%s
4easons for the declaration of human rights.
The necessity of these rights being universal.
The necessity of defending the human condition when faced with hunger, genocide, ignorance and
persecution.
0ivil and politic, economic, social and cultural rights.
)ndividual, group, social and political responsibility in the defense of human rights.
The defense and improvement of the natural environment and the sub(ect of the historical
broadening of rights.
Aiolence as an attack on harmonious relations.
+ocial discrimination of women, the handicapped and others as an infringement of human rights.
+ome stereotypes as an infringement of human rights.
PROCEDURAL CONTENTS
4ecovery of information on the characteristics of social rules.
)nvestigation, recovery and processing of information on the relationship between democracy and
human dignity. 4eview of the situation.
4ecovery of historical information.
4ecovery of information from different members of the community.
4ecovery of information and brief essays on the sub(ect.
*nalysis of the current situation.