CROSS-CUTTING PROJECT ON HUMAN RIGHTS:

I AM GOING TO KNOW MY RIGHTS TO ENFORCE THEM

RESPONSIBLE:

ANGIE JULIETH BALLÉN CADENA

DIANA MARCELA RAMÍREZ BOJACÁ

RODRIGO LARA BONILLA SCHOOL EARLY CHILDHOOD CAMPUS

BOGOTÁ D.C 2020

 PRESENTATION

The following cross-cutting project is a proposal for the first headquarters.

childhood with the aim of strengthening the different dimensions of being
human in view of the integral formation of children.

The Rodrigo Lara Bonilla IED school embraced Human Rights (HR)
as their social and community emblem because they are the fundamental reason for
the desires, reflections, projections, and pedagogical actions that occur
inside their classrooms. Since then, this emblem has facilitated achievements.
that are evident in stories of inclusion, overcoming, innovation,
example of life and recognition projected by the Rodrigo Lara school
Bonilla inside and outside the country. For early childhood teachers, it is
the strengthening of coexistence relationships is of utmost importance,
peace and the care for the space that is inhabited. That is why it is considered
from the educational process, understood as a training beyond the
academic field, that since early education children are
active participants in the construction and maintenance of interactions
socially in a healthy way.

The pedagogical strategies contemplated in the project suggest

alternatives that complement each other and aim at the construction of
a collective consciousness, among students, teachers, and parents
other members of the educational community being the social commitment and
respect for one's own life and that of others are the main axes of
teacher's tasks and the daily environment of the institution.
 CHARACTERIZATION

Ciudad Bolívar is the 19th locality of the District, located in the southern sector of the

city of Bogotá, and is marked as follows: to the north

it borders the locality of Bosa, to the south with the locality of Usme, to the
east with the localities of Tunjuelito and Usme and to the west with the
municipality of Soacha. Its area of 12,998 hectares makes it the third largest
extension of the city.

In Ciudad Bolívar, the lower socioeconomic class predominates, with 53.1% of the
buildings are of stratum 1 and 39.9% of stratum 2. Just a small
percentage of the population is stratum 3. In this locality there is a
high unemployment rate, as well as informal work, and due to this, it can be
evidence a high number of people in extreme poverty.

According to the SED, the School-Age Population (PEE) in 2015 was 13,841.
children and 13,133 girls aged between 3 and 4 years corresponding to the
early childhood in the town of Ciudad Bolívar.

The Rodrigo Lara Bonilla school, at its early childhood headquarters, receives 225.
boys and girls of 4 years old from the neighborhoods La Coruña, Candelaria la nueva, San

Francisco, Jerusalem, among other neighboring neighborhoods of the locality of

Bolívar City.

Among the student population, there are displaced students.

due to violence, as well as Venezuelan migrants, it is also possible
find different types of families that accompany the growth of the
children in the house (single-parent, nuclear and blended) without
embargo, it has been evidenced that, due to cultural and social aspects
and economic conditions of some families in the sector, at times it is evident
lack of citizen commitment and sense of belonging to the institution.
For this reason, some rights are sometimes violated.
humans, especially children.
 DEFINITION OF THE PROBLEM

The educational institution Colegio Rodrigo Lara Bonilla IED founded in 1983,
is located in locality 19 of Ciudad Bolívar in the Candelaria neighborhood
new, has 3 headquarters:

● Headquarters A that serves students from third grade up to

eleventh
Campus B where transition grade students are attended to,
first and second.
Early Childhood Headquarters

The newly opened early childhood center has a staff

rated by nine teachers and one coordinator who attends to children and
girls between 4 and 5 years old, from socioeconomic strata 1 and 2, a significant percentage

this population is in a state of vulnerability due to the context,

that although over time it transforms, it is affected by
different political, economic, and social circumstances, which puts the
members of the institution and their families in life situations
complex issues that affect and transcend the school, a clear example is the
physical and/or verbal domestic abuse, the low educational level of the parents
of family, the parenting patterns generated by the mass media
communication that in turn shapes their personality being it
reflected in their daily behavior, despite the century we are in
we still find the moral traits of machismo are evident,
the scarcity of economic resources makes it necessary for parents
are forced to work in one or more jobs, where their schedule of
work prevents them from spending time with their sons and daughters, likewise they

Poverty indices make it difficult for them to access consumer goods and services.
optimal, affecting the processes of comprehensive development, last but not least
less important another factor that influences vulnerability of the
human rights in that environment, it is the lack of awareness about the
the same, their importance and need in any society for a healthy
coexistence. Reasons why the school took as a base and foundation
for the Institutional Educational Project (PEI), appropriating the
human rights, promoting respect inside and outside the classroom,
training and knowledge for their protection, which are
universal and interdependent, being necessary and indispensable since
the early years of life to bring Rodguista children closer, this is
will be carried out through the cross-cutting human rights project
titled 'I will learn my rights to assert them' and thus provide
defense mechanisms for the protection of rights and duties, to
through the value for democracy, participation, respect for the
various ways of thinking involving the entire educational community
to create modes of citizen participation in society.
 QUESTION PROBLEM

How can one approach the educational community of the school?

Rodrigo Lara Bonilla IED first childhood headquarters, to democracy and the
human rights as active members in participation,
favoring their integral development and creating a culture of coexistence and
peace?
 JUSTIFICATION

The cross-cutting human rights project of the first headquarters

childhood of the Rodrigo Lara Bonilla school "I will know my rights to
"make them worthwhile" arises as a need to bring children closer to
your rights and those of your families, is a pedagogical strategy that has
as a goal to guide the scope of the Institutional Educational Project, already
What is a proposal for the school, with the mission of strengthening the
different dimensions of the human being in view of integral formation of
the boys and girls who are in kindergarten, in response to a
global strategy in countries whose nations are building a
culture of peaceful coexistence, where the State protects full
exercise of the rights of their nationals, demanding this from them as
consideration for strict compliance with their duties and obligations,
Thus, democracy, peaceful coexistence, and justice are ideals.
collectives.

Complying with what is established by the Ministry of Education

National, since within its Strategies in the Quality Policy
Educational contemplates

Build a peaceful society network on the basis of equity, inclusion,

respect for ethics and gender equity" (Ministry of Education, 2019-
2022

One of the Projects or cross-cutting axes established in art. 14 of the

Law 115 of 1994 encompasses "education for justice, peace, the
democracy, solidarity, brotherhood, cooperativism and the
"the formation of human values" such as respect, punctuality, the
responsibility, participation, tolerance, coexistence, among others,
(Law 115, 1994) this project aims to promote pedagogical practices and
school cultures that experience and respect rights on a daily basis
humans in school, contributing to the improvement of educational quality
and the rights of children and their families, recover identity, the
a sense of belonging that responds to social needs,
cultural, economic, environmental and political aspects of the whole community

educational.

The project will allow, in a pedagogical, playful, and didactic way, to apply
appropriate strategies for children to build their own
ideas or conceptions based on the environment in which they unfold,
achieving the strengthening of coexistence relationships, peace and the
care for the space that is inhabited, which will guide each one of
the activities proposed here, as well as those proposed during
the entire school period based on social constructivism, where each
the conception or process of teaching-learning will not depend solely
not what is found in the guides or texts, but rather open a
dynamic construction where information is interpreted,
contextualized and appropriate to build a more complex reality and
reworked, encouraging participation and interaction among boys and girls
of early childhood, fulfilling the institution's PEI
Democracy and human rights in formal education
 THEORETICAL FRAMEWORK

Based on the need for children to develop an approach

Human rights must recognize the logic of the infant, which is
addressed by Samacá. I (2016) in which they describe "their right to think
from rationality" aimed at the appropriation of knowledge
that over time and with proper direction it will generate
a greater guarantee of their rights and will provide them with tools to demand
the same, which Gómez also establishes. M (2017) who mentions the
importance represented in that boys and girls recognize themselves as
fully entitled subjects.

However, it is not enough for boys and girls to recognize themselves.

as subjects of rights without an entity to safeguard action and
execution of this type of information, as mentioned by Ravetllat.I, &
Sanabria.C (2019) considering that it is an exposition of her reality
as a nation, this applies to Latin American society, where it remains
exposed the need to raise awareness from early childhood in
human rights (HR) in order to harness the potential that this
type of education generates in a society and that it itself is
backed by a regulatory body, similar to other Hispanic countries
it is the figure of the ombudsman, which in the specific case of Bogotá
Colombia works hand in hand with the Ministry of Education and
respectively with the education secretary as the supervisory body and
regulator in the application of human rights.

Due to the above (Lave and Wenger, 1991; McMahon, 1997). Lave and
Wenger (1991) cited by (Caminos. L, Cucaita. M, Sánchez. D, Olaya.N
2019), one of the most significant themes is the dialogue that will take place.
establish between students and the community, generating expansion for
the scope of the practice in human rights, however, the above exposes the
need for greater clarity on the issue of community participation
so that access to information grows exponentially.

In accordance with the above, it is necessary to denote that the Rodrigo school
Lara Bonilla (ROLABO) adopts the pedagogical model of constructivism
social in accordance with its objective, which in turn allows the
establishment of skills in their early childhood groups
allowing spaces where the student in dialogue with their teacher creates
his ideas and concepts depending on their individual characteristics such
as expressed by Caminos. L, Cucaita. M, Sánchez. D, Olaya.N (2019).

Expanding the theme of participation, the ROLABO is found

highly committed to the fact that his students take ownership
of human rights through the spaces offered by the institution which
They allow dialogue and participation from the integrated members themselves.
with the school government and the teaching team who contribute and listen
new knowledge for collective growth (Caminos. L, Cucaita.
M, Sánchez. D, Olaya.N 2019). In support of this practice are
investigations like that of (Múnera. M, & Sánchez. L 2012), due to the fact that
they propose ethics as a guiding principle in the education of human rights and that

direct the practices of them towards the realization of being in

community, along with the above, does not neglect customs and principles
individuals, but feeds on them to broaden the spectrum
of knowledge.

In agreement with the above, the contribution of early childhood in the face of the

Human rights are part of the way reality is observed because...

through playfulness, fiction, and imagination, they offer their viewpoints
regarding the events of their lives and their approach to the
same, Villarroel. P (2012) added to this point of view the ROLABO does not
neglect their early childhood and instead are actively included in
the construction and execution of projects aimed at strengthening
and in this specific case, the creation of foundations that will be enhanced in the
growth of each of the participating boys and girls, which in turn
seeks to empower the population by strengthening student communication
with the teacher, increasing mutual growth.

Another point to highlight regarding human rights education is the importance

what citizens' values charge and the need for training to
put these values into practice due to the lack of training of the
the same in some regions of the country has shown an increase in the
violation of human rights increasing cases of violence (Castro. G 2014)
for this reason, proper training that goes hand in hand with
citizenship competencies (CC), in order to contribute to the evaluation of the
national ministry of education (MEN) created Learn and play,
diagnostic instrument of basic competencies in transition
it is an initial step for maintaining education in (CC) without
an embargo it is necessary to strengthen and expand information
to replicate the practices carried out by the (ROLABO) throughout the
educational community.

Expanding on the previous premise of values in school and education

about the same (Caminos. L, Cucaita. M, Sánchez. D, Olaya.N 2019)
they expose the need and the positive factors related to reinforcement in
the education of the specific theme, which is based on that
depending on the level of knowledge, the scope and means are expanded
through which not only one's own rights can be asserted but also those of others
At the community level, a culture of respect for human rights is created.

independent of individual differences.

From the above arises a need that is expressed in, yes the community if
find capable of peace, where it is understood, what it is, the
reaches and limitations of each person with respect to the other and the
tools available to uphold rights, for this purpose the
the political constitution of 91 seeks the creation of spaces that aim to
peace, due to previous conflicts that have affected the country, this being the
the first step, strategies are scarce for the moment, however they
they identify 5 important aspects, the people, the problem, the
process, the context and the scenario (Lopera. P(2014) from which
faces the problem by creating new strategies that include
deeply the educational community, which currently stands out giving
I use the chair for peace that aims to provide spaces and address questions.
to broaden access to knowledge that allows replication to reach
the community.

Addressing a topic of vital importance, it is necessary to denote that work

it cannot be done individually, for that reason the (ROLABO)
through its strategy of cross-cutting in its cross-cutting projects
addresses several critical issues including human rights seeking not to
neglect any aspect or educational level, for this reason it is carried out
emphasis on the first approach from early childhood (Paths. L,
Cucaita. M, Sánchez. D, Olaya.N 2019) likewise the practice of the
transversality is validated and used in other local institutions such as
called "the Motorist" that begins with the creation of PEI, which results in
to be in its creation, vital because it includes the entire educational community
in all the grades to be taken and assigns responsibilities according to
his/her capabilities to be part of the collective growth of the institution,
(Quiroga .p 2010) this practice, just like in the (ROLABO), allows the
expansion of the scope of the communities that make proper use of the
Human Rights.
 CONCEPTUAL FRAMEWORK

Human rights

According to the Inter-Parliamentary Union and the United Nations (2016), the

human rights are defined as those that are possessed by everyone

people by virtue of their human dignity, defining the relationships between
the individuals and power structures, especially the State,
delimiting the actions of the latter, requiring the adoption of measures
that guarantee the conditions under which everyone can enjoy their
human rights.

2. Education for peace

In order to talk about peace education, it is pertinent first

establish what peace is, which is defined by the Declaration of Culture
of Peace in 1999 not only as the absence of conflicts, but as a requirement
to carry out positive, dynamic, and participatory processes through the
dialogue, solving conflicts with a spirit of understanding and
mutual cooperation. Keeping the above in mind, it is possible to refer to that the
education for peace represents a new reform aimed at issues
of violence, where educators contribute with mediation techniques
and conflict resolution in school environments, for which it has
with three basic concepts for its execution which are: positive peace,
non-violence and the creative management of conflict, (Esquivel and García, M,
2018
3. Citizen Competencies

The Ministry of Education (2011) defines citizen competencies

as a set of knowledge, attitudes, and communication skills,
emotional, cognitive, and integrative, which articulately
allow people to be active social subjects of rights, where
they can fully exercise citizenship by respecting, promoting,
defending, guaranteeing and restoring rights, aiming at a
balanced and harmonious development in the learners, who are
specifically training in decision-making abilities, resolution
of conflicts and communication skills, which allow them to negotiate and
to participate assertively, with discernment, with an ethical structure and
moral that promotes practice in participation, applying the competencies
citizens and respecting human rights.

4. Education and democracy

Education and democracy is described by Hoyos (2010) as a

training process that includes civic education, as it fulfills
the function of making students aware of social regulations
that govern them, with the aim of creating an autonomous moral structure and
of a self-reflective nature regarding the system of norms, this being crucial
for social integration and cultural dynamism, allowing each
individual becomes aware of their rights, but also of their
obligations, seeking that the relationship of their life with the social process,
it should be marked by a balance between rights and obligations. That is why
since education and democracy are conceived as a resource
institutional that makes possible the articulation of the individual and society.

5. Education in values

Education is essentially a cultural activity, exercised in a context

intentionally organized where knowledge is transmitted,
skills and of course values, however, the latter in order to
to be transmitted within the classroom must have a set of
cognitive, affective, and behavioral components, since it is not just
a content that generates an immediate consequence of intellectualization,
but if the perception of the actions of others, the relationships with
the others and with each person, allowing each one to build their
own value scheme, this is stated by Parra (2003). Ultimately, the
Values education is not just another subject; it represents and is defined as
a space where educators contribute significantly in
said process, allowing and developing environments within the classroom, where
children have the possibility to live and experience a world
new, that builds its reality on values and allows for the prevalence of
Who are they? With the internalization of these.

6. Cross-cutting project

The main objective of cross-cutting projects is to carry out work.

that relate to real problems within a context
social, where institutions develop curricula that include and are
suitable for the situations the community is facing, intending then,
that teachers position themselves in the phenomenon and from there design, propose and

evaluate the learning of boys and girls, correlating,

integrating and putting into play the knowledge and skills acquired
in the school through the various areas and their experiences, so it
Guerrera and Acuña (2016) manifest, that is to say, transversal project could be
define as the regulation where the entire educational community is integrated
to get closer to the reality of the individual, to their social being and their environment,

for the creation of content that allows for the integral development of the
boys and girls inside the classroom.
 LEGAL FRAMEWORK

The legal framework of this project is based on:

Political Constitution of Colombia of 1991

Assign a democratic function to every institutional organization when in

the preamble states: 'Colombia is an organized nation, in the form of'
unitary republic... democratic, participatory, and pluralistic,” ensuring
among citizens a healthy coexistence with work, life, and peace.

Article 41: In all educational institutions, public or private,

the study of the Constitution and Civic Instruction will be mandatory.
Democratic practices will be promoted for the learning of the
principles and values of citizen participation. The State will disseminate the
Constitution.

Decree 1860 of 1994

Chapter IV The school government and institutional organization

Article 18. Educational Community.

Article 19. Obligation of the school government.

Article 20. School governance bodies.

Article 21. Integration of the board of directors.

Article 22. Common Board of Directors.

Article 23. Functions of the board of directors.

Article 24. Academic Council.

Article 25. Functions of the rector.

Article 26. Functions of the administrative management.

Article 27. Teaching Managers.

Article 28. Student Representative.

Article 29. Student Council

Article 30. Association of Parents.

Article 31. Parent Council.

Article 32. Federation of associations.

Law 115 of 1994

The projects that have always been called Transversal projects,

they currently correspond within the framework of law 115/94, to article 14
Compulsory Education. These projects that will obviously be integrated
The PEI, PIER of educational institutions aim to
integral human development of our children and youth, as well as the
linking the community belonging to each institution.

That is why at this moment the themes of environmental education,

sexual education, prevention of the consumption of psychoactive substances and the

education for justice, peace, democracy, and solidarity (training

in human values) are supported by national policies.
The general education law includes in the aims of education and in the
specific objectives of each level of education (preschool, basic,
media), the topics related to the cross-cutting projects that have been
to shape in the students.

Titles I: Article 5 states the purposes of education and mentions in items 1, 2,

3, 4, 6, 8 related to democracy and participation, article 6 of
the same title says, about the educational community based on the
Article 68 of the political constitution regarding the direction of the
educational institutions

Title V: Of the learners, chapter: 1 Training and education; Articles

from 91 to 97

Title VII: Of Educational Institutions.

Articles 142 to 145

● The law 1098 of Childhood and Adolescence corresponds to

the legal manual that establishes the rules for perfection of
children and adolescents.

Article 1 – 138: Comprehensive protection

Article 139 - 200: Criminal responsibility for adolescents

Article 201 - 217 Inspection, supervision, and control of the SNBF and policies
public

Universal Declaration of Human Rights.

Declaration of the Rights of the Child
Decree 1965 of 2013 By which Law 1620 is regulated
2013, which creates the National School Coexistence System and
Training for the Exercise of Human Rights, the
Education for Sexuality and the Prevention and Mitigation of
School Violence
 GENERAL OBJECTIVE

Promote a culture of coexistence and peace at the Rodrigo Lara Bonilla IED School
early childhood headquarters through the implementation of the transversal project in
Human Rights "I will learn about my rights to assert them" aiming to
a comprehensive education for children, girls, and the educational community in general

SPECIFIC OBJECTIVES

● Dynamically build knowledge to coexist in their school environment and

community strengthening personal and patriotic values, the
democratic responsibility and the sense of belonging in children and the
Rodriguista girls.
● Design and apply playful, pedagogical, and didactic activities in
correspondence to the different lines of action for mainstreaming
on the subject of Human Rights using constructivism as a model
social for their development and contribute to improving the
citizen competencies.
Evaluate at the end of each day the development of the project as
strategy to improve as one progresses in it.
 PLANNING OF ACTIONS

To develop this project, it has been proposed to carry out the following
activities

RIGHT TO ACTIVITY RESOURCES DATE EVALUATION

Flag raising:
Equality Sound March 6 The activity is
Students who for
of gender. your good treatment and
2020 carried out according to
TV
to the planning,
respect for equality
Stationery giving the
of gender deserve
results
to be hoisted
the pavilion
Fruits expected.
national.
Execution of the
card (reminder)
gender day.

Share "little chefs":

preparation of
fruit skewer.

Zumba.
The fun Going to the movies Ticket of By
income define
Let's go to the rooms of
Cinemark movie theater

The family Literary picnic Tablecloths By

define
Cushions will be available.
beautiful facilities
from the headquarters for what
Books of
literature
the boys and the girls
together with their families
childish

enjoy a day
where the protagonist
it will be the reading.

The expression Art gallery Evening gown For

It will have the define
Works of art
spaces of the
institution for
carry out a
artistic exhibition of
the completed works
previously by the
boys and girls.
They must attend in formal attire.

Health Hospital FirstWardrobe For

Childhood define
Accessories
The boys and girls
they will attend dressed in
doctors.

doctors y Music
nurses it
will have of the Stationery
 spaces simulating
a hospital.
Emergencies

Vaccination

Weight and size

REFERENCIAS

United Nations General Assembly, 1948, The Universal Declaration

of Human Rights

General Assembly in its resolution 1386 (XIV), 1989, Declaration of the

children's rights
Citizen Competencies
Psychology from the Caribbean, 31(2), VII-IX. ISSN: 0123-417X. Available at:
Invalid input. The provided text is a URL and cannot be translated directly into English.

Congress of the Republic, 2006, Law 1098, Childhood and Adolescent Code
Adolescence

Congress of the Republic of Colombia, (1994), Law 115 of February 8

1994, general education law.

Political Constitution of Colombia, 1991, Article 41

Esquivel, C. and García, M. (2018). Education for Peace and Rights

Humans in the creation of values for the resolution of school conflicts.
Available
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The Humans in.pdf

Gómez Cardona, Liliana María (2017). Early childhood and education

emotional. Virtual Magazine Catholic University of the North, (52),174-
Available Unable to translate as the provided text is a URL and not translatable content.
1942/194253828011

Holes, L. (2010). Education and democracy. Available at:

Unable to access external links or documents.

Laura Caminos, María Cucaita, Dary Sánchez, Noruan Olaya. (2019)

Model approach and trend. Rodrigo Lara Bonilla IED School. pp 30-33

Lopera, Isabel-Puerta (2014). AN ITER OF EDUCATION FOR PEACE

FROM THE SCHOOL. Ra Ximhai, 10(2),47-77. Available at:
Unable to access external content.
National Ministry of Education, 1994, Decree 1860, By which it
partially regulates Law 115 of 1994, in the pedagogical aspects
and general organizational.

Ministry of Education. (2011). Guidelines for Institutionalization

of citizen competencies: Handbook 1 Compass, program of
competencies citizens. Available
Invalid URL provided. Please provide text for translation.
235147_pdf_file_brochure1

Ministry of National Education, 2013, Decree 1965, 'By which it is issued'

regulates Law 1620 of 2013, which creates the National System of
School Coexistence and Training for the Exercise of Rights
Humans, Education for Sexuality and Prevention and Mitigation of
School Violence

Ministry of National Education, 2019-2022, Institutional Strategic Plan

Quality education for a future with opportunities for all Version
1.0, pp 19

Múnera López, María Cecilia, & Sánchez Mazo, Liliana María (2012). THE
PARTICIPATION IN SOCIETY AS THE FOUNDATION OF DEVELOPMENT.
Networks. Journal of Regional Development, 17(3), 192-212. ISSN: 1414-
7106. Available en: Unable to access external content.
id=5520/552056838011

Parra, J. (2003). Education in values and its practice in the classroom;

Pedagogical Trends. Available at:
Invalid input. Please provide a text for translation.
Education in Values and Its Practice in the Classroom - 101 2022.pdf

Quiroga Ramírez, Jenny Paola (2010). The Curriculum Transversality in the

Pedagogical projects: The case of El CED, the Motorist Bogotá. Magazine
 Logos, Science & Technology, 2(1), 50-56. ISSN: 2145-549X. Available at:
Unable to access the content of the link provided.

RAVETLLAT BALLESTE, ISAAC, & SANABRIA MOUDELLE, CLAUDIA

PATRICIA (2019). The human rights of childhood and adolescence
in Paraguay: towards an Assistant Defender for Children that protects their
higher interest. Journal of Private Law, (37), 57-84. Available at:
Unable to access external links for content.

Samacá Bohórquez, Isabel (2016). The scientific spirit in the first

childhood. Practice & To know, 7(13),89-106. Available
Unable to access the content of the provided link for translation.

Inter-Parliamentary Union and the United Nations. (2016). Rights

Humans: Manual for Parliamentarians No. 26. Available at:
Unable to access the provided link.
SP.pdf

Villarroel Dávila, Paola (2012). The construction of knowledge in the

early childhood. Sophia, Collection of Philosophy of Education, (13), 75-
89. ISSN: 1390-3861. Available at: Unable to access content from the provided URL.
id=4418/441846102003

Model, approach and trend. Rodrigo Lara Bonilla IED School 2019
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files/19-Profile_locality_of_Ciudad_Bolivar.pdf