Development of Dianova Chile’s Educational Services

"Convivencia" Program


“Our actions are oriented towards vulnerable populations and those living in poverty”

In Chile, Dianova has an extensive experience in the addiction field and in the work with schools. To analyze the development of the educational program, we have interviewed Marco Antonio del Río. Director of Education in Dianova Chile, Marco holds a Master degree in Education Management and a Degree in Education. He has also engaged in epistemological studies during four years with Chilean biologist Humerto Maturana.

Could you tell us about the development of the education area in Chile?


The development of this area has not been without various setbacks and mistakes, which have certainly been sources of learning. Thanks to this learning and the experiences and expertise of our team, we have been able to develop our own services, which are contextualized and relevant to our education system’s current needs – both in terms of technical and administrative needs.

In consequence, we’ve been registered as an organization specializing in educational services (ATE Registry), from the Ministry of Education, and we have received an accreditation from the Chilean government to provide educational and training services.

What’s your target audience?

Our actions are oriented towards working with vulnerable populations and those living in poverty in municipal schools. Our work extends beyond regular pedagogical and educational matters, to address the issue of coexistence at school.

Could you tell us about the program’s foundations and tools?

We believe coexistence to be a key element in every educational organization. Obviously, even though coexistence happens spontaneously when there is human life, it is not enough; sometimes coexistence has to be oriented and managed. We should ask ourselves, what kind of coexistence do we need? Do we like the way we are now coexisting?

What are the specificities of the program?

What we have mentioned before are the postulates of the program. We have associated these postulates with guiding principles, such as the appreciative approach – that reveals the strengths of individuals or organizations – the generative approach – which aims to establish autonomy within these communities, and the reflective approach – aiming to secure our sapiens sapiens condition, that we tend to lose in the whirl of modern life.

This proposal, designed in light of the experience, will be oriented towards accompaniment projects in municipal schools, with from 450 to up to a thousand students enrolled, and towards a coexistence course in seven schools.