In the 1980s, the Fundación para la Actualización de la Educación was established in Bogotá, founding its first Face School in 1983. Margarita Gómez Zuleta (Margot), a key figure, played a vital role in creating the foundation and school. She focused on developing school activities that cared for students' emotional well-being, fostering a hospitable environment for comprehensive student formation. The school emphasized theoretical-practical educational activities, promoting research and enabling students to become self-taught, disciplined, responsible, and analytical individuals.
The Face School advocates for "education in love for personal development." It provides alternative education in a nurturing environment, emphasizing love as a significant benefit for others. Students actively engage in learning and thinking processes, fostering self-awareness and self-management for both personal and collective development.
This achievement is attributed to a meticulously designed pedagogy and institution, continually updated for over forty years, and the quality of the educational community within an atmosphere of freedom and respect. The foundation has consistently worked to uphold the legacy of its educational proposal, rooted in the latest developments in education, the founder's talent and initiative, and the collaborative contributions of the educational community.
Educate, train, and inform
From an alternative, non-traditional education approach, we strive for the integral formation of the human being, the acquisition of integrated and contextualized knowledge, taking into account the learning rhythms of each student and through direct sensory-linguistic experiences.
We work in age-appropriate groups, with a maximum of fifteen students or ten if they are younger.
Each student undergoes their personal process, as we start from the premise that each individual has different needs, interests, rhythms, and styles. Labels and comparisons are avoided. Similarly, we aim for students to develop healthy emotional bonds, avoiding dependent relationships.
This requires a high commitment from both teachers and families to develop a process of self-management, self-learning, and self-awareness in each student, as well as an awareness of others and the world, i.e., the planet.
Our pedagogical proposal departs from traditional evaluation, where motivation processes are external to the student and are reflected in rewards and punishments: low grades, repetitions, exams, prizes. At the Face School, we assess the student's personal development processes through intentional states, taking into account their relationship with others and the world, their management of emotions and self-esteem, the recognition of others, the formation of cooperative relationships, and their volitional and thought processes.
face / Tenjo
