Abstract:

This paper presents the analysis of an educational workshop implemented in a primary school located in a region of high social vulnerability within a municipality in the State of Veracruz, Mexico. This community was chosen because it is a context where gender violence and discrimination are prevalent problems, among many others, which directly affected the learning and development environment of the children. The workshop was designed so that students would not only identify these social practices but also develop skills to question and modify them. Various interactive activities such as role-playing, debates, and group projects were used, allowing students to explore and openly discuss issues of gender and human rights in a safe and supportive environment. One of the main objectives was to empower students with practical tools to advocate for positive change within their community. The workshop also included awareness sessions for educators and parents, aiming to create a support network that would promote an inclusive and respectful educational environment. The workshop was expected to generate a significant improvement in students' understanding and attitudes towards gender equity. Additionally, encouraging changes were observed in peer interactions and a greater willingness to discuss and address situations of discrimination and gender violence. This study sought to demonstrate that specifically designed educational actions or measures could serve as a catalyst for social transformation in vulnerable communities, aligning with the principles of Goal 4 of Quality Education of the 2030 Agenda for Sustainable Development.

Keywords:

Social transformation, High-vulnerability áreas, Gender violence, Discrimination, Primary education, Agenda 2030, Sustainable Development.