Humanization in educational environments; aspects necessary for living in school today

While it is true, quality has always been measured through statistics and percentages, often forgetting the formation of the integral person. Now, when we talk about issues such as humanism and technology-supported education, we can fall to extremes: it is common to label technology as the provider of all evils in today's civilization; or the opposite assumption; to argue that incorporating technologies into education would be the panacea to all the problems it faces and finally, to assume that the issue of the humanities is more typical of actions and attitudes of the past than as a current need providing vitality in any educational process. However, and fortunately for the educational community, today there are global efforts to make the educational task a human action that minimizes the inequities and the abysmal differences existing in countries like ours. Fernando Reimers says: “Equal educational opportunities must be the priority objective of educational policies, the aim of education must be to contribute to making fair societies. This requires improving the learning environments of the poor, but not only because of the paths that have begun during the last decade. This aspect pointed out by Reimers is precisely the core aspect that every educational action must contemplate, the educational policies that are implemented in our country must guarantee, above all, the construction of a fair and egalitarian society, strengthening the cultural wealth that we have, with respect to the diversity of the people, their past, their present and especially their future. In the discussion table of the educational institutions of the country, the design and implementation of educational programs that address the multicultural needs that exist must be a priority, to reduce the lags, reduce illiteracy and school failure, dropping out of classrooms, projects truncated, seek an education for all children and young people in the country and the incorporation of adults, with specific programs not alienating or transculturized. While it is true it is important to resume the successful experiences that other societies have had in education projects for all and for a lifetime, our project requires substantive actions, with precise objectives, with a global vision and a national mission.