DAC Program: Sports and Arts for Social Development

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DAC program: human and social development through arts and sports

PhD. Omar Cerrillo Garnica

Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM)

Abstract

This text makes a reflection about a social learning program developed in Mexico with

college students of "Instituto Tecnológico de Monterrey" in Mexico City that were giving

classes in arts and sports in urban marginalized communities in a social service program

called DAC. First, this paper gives the theoretical fundaments for this program. In the arts

area, this program was supported in the ideas of Howard Gardner, Elliot Eisner and Jose

Antonio Marina; in the side of sports, it was reinforced by Santiago Coca, Jose Maria

Cagigal and Alexis Vasquez. For measuring the results of this program, we make some

surveys in the community and some interviews in the college students that participate in

the program. We find that the effects of these actions were very positive, restating social

tissue links between college middle-class students and high school low-class students.

Key Words: social learning, arts, sports, social capital, civic engagement


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DAC program: human and social development through arts and sports

Citizenship has become a leading topic in a world where the roll of State is turning out to

be more uncertain and with less presence in the public space, and where the citizen isvulnerable to a lot of actors like transnational companies, labor unions, mafias and others

that invade public sphere with their own particular interests1, transforming citizens in their

hostages without the support of a strong State that could give some protection to their

people.

The strengthening of civic practices is with no doubt one of the fundamental objectives that

we have as social scientists, because it can makes a strong and well-based opposition to

these particular powers. On the side, the civic action implies a growth in the social

participation; it is very common to express it through politics and economy, developing

projects in the defense of minority rights or for creating new forms of economical

integrations, the cultural citizenship is commonly put aside (Miller, 2004). This concept is

regarded through the sense that culture “is capable to produce national consolidation,

granted by the state institutions” and it is “fundament of authority to restrain anarchy

contributing to design the modern person, the liberal individual” (Miller, 2004: 21-222). It is

about “the maintenance and the progress of the cultural line in virtue of education, usual

behaviors, language, religion and the acknowledgement of difference in and between

hegemonic cultures” (Miller, 2004: 40). As an example, David Lloyd and Paul Thomas

(1998) described the progression of culture in the British State seen from time and space

in school, the teacher roll and the intellectual as “leader” –Gramsci dixit – for reproducing

the hegemonic scheme. Another example is found in the Fifth Republic in France and the

trace of cultural politics for the De Gaulle Regime, an essential action for the new

foundation of the country after war (Fumaroli, 2007). One more example is given through

the strong necessity of establishing multiculturalism in American society through cultural

1 In Mexico, these actors with influence in public sphere are recognized as “de facto powers”(Casar, 2009) identified as emerged from collective action and the use of private resources, used inthe form of lobbying and corruption, or simply, by the force (Acemoglu and Robinson, 2006; inCasar, 2009). Some effects of the neoliberal reforms in the nineties in Mexico become in thestrengthening of this private institutions that have become more powerful than State and CivilSociety. We strongly believe that, if State gives up space to these de facto powers, civil societyshould emerge for restating balance politically and socially speaking.2 Generally speaking, the references in this essay were obtained from sources originally written inSpanish. All the translations in this paper are made by the author. So, many of them are not “literarycitations”.


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politics in search for the recognition of the different. Gustavo Lins Ribeiro (2003) sees the

presence of Brazilians immigrants in San Francisco through the Carnival Parade and other

common places for this community. This example makes evident that minority groups

need transnational politics for their insertion in multicultural States, like USA.

In the following lines we´re going to present how two big areas of cultural apparatus

contribute to the construction of cultural citizenship: arts and sports. After that, we expose

the results and achievements of the DAC program in "Tecnológico de Monterrey" in

Mexico, between 2009 and 2011 through some surveys and interviews that let us measure

the reach and possibilities of this program.

Arts and social development

A common accepted idea in certain intellectual sectors is that arts don‟t generate any

social or economic benefits and they just work as a distraction, or, in the best scenario, as

distension and personal relax. It is commonly believe that “inspiration” and introspection in

artistic creation (it doesn´t matter if we talk of music, literature or painting) make of this

activity something very personal, with no impact in rational mind, and with no impact for

community development. On the other hand, there is an idea of exalting them to the most

precious symbol of greatness, to the point that political leaders make it a matter of national

identity and greatness of Homeland, position that also nullifies its communitariantranscendence because it only considers the macro social level and not the micro one.

For demonstrating that arts have a great impact in human and social development, we will

take as reference the work of two important researchers in the field. First, we consider that

Howard Gardner (1973), in restating some ideas of Jean Piaget, considers that children

and teens can develop their cognitive abilities through arts. He finds some relations

between arts and sciences through this cognitive approach, because both of them have a

lot in common: a) there is a message given by an author, b) there‟s a public that receives

and qualifies the work, c) works are supposed to donate answers for some intellectual

questions, and d) both starts with a creative process (Gardner, 1973: 311). In

consequence, the cognition emerged from arts and sciences are not different one to the

other. In conclusion, if science can stimulates human and social development, so arts can

do it.


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In addition, Elliot Eisner makes a direct question: what can art contribute to society? What

can arts do, generally speaking, (…) to increase life standards of people and society?

What benefits can art give to the world where people live? (Eisner, 1972: 255). The author

answers that art is an engine for life standards because its non-instrumental nature;

because its main proposal is the development of human sensibility and “the possibility toattend not to huge monumental things, just in the small ones” (Eisner, 1972: 256), what

contributes to refine our perceptual system and let us focus in finest and detailed matters,

through the urgent and collapsing accent of almost everything in our modern world. Later,

Eisner (2004) says that, any form of knowledge is correlated with a particular form of

perception. The scientific work has as a beginning point the phenomenon observation,

which result is the diagnosis; this process is centered in a perceptual recognition. So, the

perceptual skills given by arts are a very important tool for the cognitive process of

science.

From these ideas, is very remarkable the importance of arts in the development of

creativity, an unquestionable characteristic of the aesthetic education. First, is important to

mention that every single creative act is preceded by a memory exercise, because it must

appeal to what is known (Marina, 2003: 129-133). There's no single invention that comes

from the nothing; everything comes from previous knowledge, the primal basis of human

development.

The relation between subject and object is not only in relationship kind; it also tries totranscend to a new relation between subject and object where they are merged in a

"relationship of interaction", becoming a "fertile form of unity" (López-Quintás, 2002: 134).

That means that creativity is also a very useful tool for inserting the individual in his

environment, shape it in society through education, one important way to establish cultural

citizenship.

With these authors, we can find not only theoretical basis, also some practical ideas of

how arts have relevance in the construction of self and society. Further by, it goes beyond

this scientific and academic sphere. The ideas of Gardner and Eisner can have an impact

in social and civic spheres. We have a pair of examples of this. The first one is the work of

the group Build a Bridge, a foundation that is dedicated to promote artistic work as

community service; particularly in Nairobi, Kenya (www.ivanmendoza.net) where they

worked with a group of displaced people by the civil war and that have been installed in a

place where bad conditions for life: pollution, illegal merchandise traffic and criminal

http://www.ivanmendoza.net/http://www.ivanmendoza.net/http://www.ivanmendoza.net/http://www.ivanmendoza.net/


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organizations make the site a non-recommended one. In consequence, people‟s attitude

was laid down. The group BaB developed an arts week in the community bringing

international artists to Nairobi trying to restate hope in people and children, showing a

different way of community and defining routes for changing their life standards

(www.ivanmendoza.net).

The other example is Marvin George, a young leader from Trinidad & Tobago, who

promotes the program “Arts in Action” not only in his country, also in other Caribbean

countries. One particular action that leads AiA is the theater play “Jus‟ Once” that tries to

make conscious people about AIDS and HIV in the region. They give information about

this malady and its symptoms. For example, they make emphasis that people with HIV

don‟t “seem sick persons, but you may catch the disease if you have sex with them”, or

also that “you may not get sick if you have a friend with HIV” (www.iadb.org). Both

examples sustain a very important action for human and social development, having a

great impact in the deep necessities of the communities. They also stimulate the sense of

citizenship through compromise with vulnerable human groups.

Reinforcing these ideas, Mihalyi Csikszentmihalyi (1998) makes an important research

through creative minds, in people who were important in sciences and arts. this author

emphasizes that this people needs more than a "hard work" for do it well in college; it was

also very important to appeal to curiosity to go further by. This attitude is commonly

inspired by the teacher, a natural example in the university. "College teachers (...) canwake up the sleeping attention for some new topics; it can provide an intellectual incentive

to lead people through vocation for entire life (Csikszentmihalyi, 1998: 217). In this sense,

we believe that our college students taking part now as a high school teacher can become

a very good model for students that, probably has this creativity we are talking about, but

they don't have structures and resources to develop this creative mind. Our program can

give them this possibility. But we should look now what sports can do to stimulate creativity

and sociality.

Sports and social development

In the side of sports, the situation is not far away from arts. They are also another activity

that in academic circles it is commonly seen as a banality, something too much trivial to

http://www.ivanmendoza.net/http://www.ivanmendoza.net/http://www.ivanmendoza.net/http://www.iadb.org/http://www.iadb.org/http://www.iadb.org/http://www.iadb.org/http://www.ivanmendoza.net/


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take it a little bit serious; it is, at far, just positive leisure. But, just as arts, we can see that

sports have much more deep sense.

First of all, as an intrinsic human act, sports constitute a way of humanism (Coca, 1993).

From sport activities, human beings can appreciate themselves as a whole self, in its

corporal, gestural, ludic and competitive; men can build themselves in body, soul and mind

through sport (Coca, 1993). That ancient proverb that states “a healthy mind in a healthy

body” is just the basement for constructing a more complex idea of human being through

sports.

In addition, sports play a fundamental roll in children education and development. Their

practice should be more than just part of the physical and psychomotor improvement; they

also allows them to build new and more complex social concepts, as teamwork, goals

achievement, frustration tolerance, fair competence, ethical behavior, etc. In a more socialpoint of view, it is unquestionable that sports cooperate in social integration. Since Ancient

Greece, Olympic Games allows the union and assimilation of Greek cities: “a month before

the celebration of these exceptional exercises, weapons were deposed in all parts and

soldiers often accompanied jubilantly those who were going to participate in the games

(Lacier, in Vasquez, 1991: 43). This sense prevails to our times with modern sports, where

“there are no social differences inside the courts and fields, and between the fans it is

possible to build a new communion (…) sports build new links between people and offers

a common ground for speaking anywhere, anytime and anyhow” (Vasquez, 1991: 41).

Another important point to consider around the social importance of sports can be found in

the positive manage of aggressiveness and violence. If it‟s a fact that these two attitudes

are essential parts of animal nature –and humans are animals, and there are no animal for

whom aggressiveness is not part of its surviving systems (Cagigal, 1990) –, it is true that at

the time passed, mankind has found many ways to control these instincts; and one of it are

sports. As Cagigal says, the fact that sport can be assumed as a positive way of leisure, it

transforms it into “liberation of energy through activity, and a reorientation of

aggressiveness into a new object freely chosen” (Cagigal, 1990: 74). The author

emphasizes how competition under the strong regulation, which is common to every

popular sport, set people to self-control, which is fundamental for frustration management,

the principal cause of violence and aggressiveness in human kind.


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Far beyond theory, we can find a lot of benefits for individuals and communities through

sports. As same as in arts, we can bring some good examples to show how it works for the

building of a proactive citizenship. First, let‟s mention “Defensores Del Chaco” Foundation

in Argentina, which is dedicated precisely to communitarian work through arts and sports.

Specifically speaking of the second one, we point out the Street Soccer League, thatwants to stimulate a) gender equity, by playing men and women together, b) peaceful

solutions of conflicts and prevention of violence, by playing with no referee and

establishing their own rules for each match, and c) developing social leaders. They also

give training for social mediators, who usually observe the games and they only take part if

players asked for (www.habitat.aq.upm.es). With these characteristics, the match is more

than just a game; it becomes an engine for social changing in relegated communities.

The second example is found also in South America, in the Chilean foundation "Asciende",

that promotes social sports through a series of products, services and projects directed to

human development. The specific work of the project "Methas" tries to develop “learning

methodologies that allows the application of sport as science, an art in the transference of

social abilities to people and organizations as strategies for goal achievements and

institutional accounts” (www.fundacionasciende.com). Generally speaking, the works of

this organization are determined to create a program of social activation through sports in

Chile.

In addition to this, we must reinforce the communitarian roll of sport through the words ofFernando Carrión, who defines soccer as an element that generates a “strong multiple and

collective identification”, “symbolic and symbiotic”. Anyone can identify through origins,

socialization or membership. The best example is the soccer team Barcelona FC, who has

a strong roots in the Catalan community, it doesn‟t matter that they are part of globalization

because in their lines there are players from every continent (Castells, 2006). The balance

between global and local is possible in this world, just because civic action can modify in

social practices the sense of immigration and multiculturalism, blurring “the outlines

between liberal individualism and cooperative communitarianism” (Miller, 2004: 43). The

civic practices that sport promotes necessarily oscillate between the gang community and

the national team fan, and that doesn‟t mean that the social construction roll can disappear

between these two extremes.

Both, arts and sports, are also promoted in the Brazilian foundation “Gol de Letra”, who

donates sports and arts classes in marginalized “favelas” of Sao Paolo. Originally created

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by the ex-soccer players Leonardo and Raí, they started to work on December 10 th 1998

(International Day for Human Rights). They have encouraged youngsters to have better

perspectives of their own, now not only in Sao Paolo, also in Rio de Janeiro and Goias.

This feeling is so close to the active citizenship that also governments have used them to

endorse their national projects. In the side of arts, it is well known the ideological side of

Mexican muralism to consolidate the post-revolution regimes of the 20‟, when art was

assumed as a didactical tool for “teaching” history to people and consider the idea of the

Revolution as “necessary” (Giraudo, 2008). Another well-known example was cinema,

theater and graphic design during the Nazi regime in Germany. This artistic media was

used for reaffirming a national pride in German people, and for establishing that the

current regime for the time was the responsible for the greatness and resurrection of this

country.

From the side of sports, Pablo Alabarces and Graciela Rodríguez (1997) described the

important function of soccer to generate in Argentina an “official nationalism”, political

ideology identified in this country between 1945 and 1955, and that consists in the use of

the “State apparatus” for the “affirmation of national identity” where “the popular masses”

are the “beneficiaries” of this project (Alabarces & Rodríguez, 1997: 4). Another popular

one is the rugby team in South Africa in the 90‟s, commanded by Francois Pienaar and

inspired by President Nelson Mandela for the construction of the “Rainbow Nation” –

distinguishing it with the Apartheid Nation – through the World Cup in 1995. This exampleis well recognized through the movie Invictus (Eastwood, 2009).

If governments have recognized the significance of arts and sports for civic engagement, it

is also possible that civil society take both of them as social goods that can regenerate

social tissue and positive civic action.

Our own experiences

One personal interest I had over stimulating civic engagement emerged in the fact that

crime organizations in Mexico were taking advantage of the lack of positive social activities

in current social relegated urban communities. Many abandoned sports facilities were

used as places for gang reunions, where crime organizations recruited teens and also


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children for their activities3. In consequence, recovering these spaces for their original

purpose, sports, could be a way to reduce these crime organizations.

We also considered the proposal of Henry Etzkowitz called “Triple Helix” (2007). It

considered that “University plays a leading role in Knowledge- based Society, making shift

from secondary to primary institutional sphere”. He states that this model should allow

modern societies to transit from a Statist Model were Industry and Academia actors

depend on State; to a Laissez-Faire Model were the three actors can interact at the same

level, allowing focal point were innovation is stimulated. This model is commonly used for

industrial sphere; we consider that it is possible to translate it to a State-Society-University

model where knowledge and creativity is still the core of the model.

Noticing these ideas, we decided to start in 2009, inside "Tecnológico de Monterrey" –one

of the most recognized private universities in Mexico – a communitarian project througharts and culture. At the beginning, when the idea was still in modeling process, it was

called "Desarrollo del Arte y la Cultura en la Comunidad" (DACC)4. In this first approach,

we developed the project with only eight students, trying to give a Short Literature Story

Class in public schools in order to place literature as a source of imagination and

intellectual development in the urban relegated community of San José “El Jaral”, in

Atizapán, Mexico. At the time, the project was presented to the principals of the junior and

high schools at the place. In these first interviews, we noticed great interest in both schools

about the project. So, after that, we decided to increase our offer to Music and Drawingclasses too. This allowed us to reach 350 students distributed in eight groups in

“Preparatoria No. 210” High School, were we started the program. After that, we made an

interview with the principal and he told us that the program effects were very positive.

So, for January 2010, the project continued and it was still growing. The demand for

participating in DAC reached the number of 24 college students. That permitted us to

achieve new goals: some students were working as coordinators and survey makers; we

can reach new institutions, like “Secundaria Oficial No. 548 “Josefa Ortiz de Domínguez”

Junior School, the old-man asylum “Residencia Corpus Cristi 2000, A.C.”, and the school

3 We can mention some examples. In 2010, the government program “Todos Somos Juárez” madea diagnosis of the social and security crisis in Ciudad Juárez. Some of the measures considered inthe plan were the promotion of local artists and the creation of new sports and exercise activities inpublic spaces to recover them (Gobierno Federal, 2010).4 “Culture and Art Development in Communities” in English


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for handicapped children “Capacitación y Desarrollo Integral (CADI)5”; the assisted

population also grew to nearly five hundred people; and we offered new classes like Arab

Dance, Acting, Art Appreciation and Artistic Graffiti. At the time, our project received a lot

of recognition in “El Jaral” and “Tec de Monterrey” communities.

In summer of 2010, we decided to integrate sports to our offer, simplifying the name to

“Desarrollo del Deporte, Arte y Cultura en la Comunidad” (DAC)6. For this summer period,

we recruited 13 students for teaching classes in: Soccer, American Football, Arab Dance,

Acting, Drawing and Music, reaching more than a hundred children between 6 and 15

years old, from the community of "Hogares", in Atizapán, Mexico.

This successful summer allowed us to build cooperation agreements between our college-

student organization and some governmental institutions through the next year. So, the

next year we reached bargains with the municipality of Tlalnepantla through theDepartment of Culture for working in the Culture House in the community of "Barrientos";

and we continued working in "Hogares" through the Department of Sports of Atizapán.

This new arrangements let us grow to receive 40 college students in our program,

teaching new and innovative courses as Piano, Violin, Parkour, Martial Arts and Volleyball.

For this year (August, 2010-May 2011), we continued working at “Preparatoria No. 210”

High School at “El Jaral”, “Secundaria Oficial No. 548 Josefa Ortiz de Domínguez” Junior

School at the same time; so, it was very difficult to make a census for the attended

community, but it could be more than a thousand people learning some art or sport in ourprogram.

But the most important facts of this project aren‟t seen through numbers, but in the citizen

arena, where we can find the notions of reconstruction of social tissue (Jusidman, 2010),

helping to build new social tissue links between both parts of the program: college-

students as teachers and their pupils in marginalized communities. We decided to start a

small research to validate that this arts and sports free-teaching community program was

really improving in our college students their civic engagement desire after the classes in

this program; and that the pupils of marginalized communities, in the other side, perceive it

as something that makes their lives more pleasant.

5 “Comprehensive Development and Training” in English 6 “Sports, Arts and Culture Development in Communities” in English


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We define our research hypothesis in the fact that social action through sports and arts

can create social engagement between college mid-class students and high-school low

class students, and that it can restore social tissue and build new ways of social capital.

With a small survey between our community pupils in DAC program, we noticed that

children and teens in social marginalized urban communities have strong desires topractice both, sports and arts, such as soccer, basketball, guitar, drawing, dance, etc.; but

in several cases, they weren‟t able to receive this kind of instruction. They also considered

that our service was very satisfactory and gave them new social activities to spend free

time.

This idea was reaffirmed by the Principal in “Preparatoria No. 210” High School, in "San

Jose El Jaral", Mr. Jaime Hevia:

They come to enrich our culture (…) with this kind of classes, (our students) are very

enthusiastic, they participated a lot, and they commented it a lot. We have a lot of

acceptance from their parents (J. Hevia, interview, 2011).

On the other hand, we have our college students. The first important point was the great

variety of courses they proceeded from. We have people studying in programs as:

Communication, Digital Arts, Psychology, Industrial Engineer, Computing, Marketing,

Finances, and many others. Some of them were part of the official groups in arts or sports

in “Tec de Monterrey”, but many others have practiced them in some other places for at

least three years.

We also decided to make some interviews to notice what they were learning from this

program. They were very motivated to do their social service work in activities that they

consider “enjoyable for themselves”, and qualified as a “satisfactory activity” to donate this

kind of classes. They also mentioned that they have a new image of their social

environment; they enjoyed these activities because of the knowledge they exchange with

their pupils, and the possibility of building new kind of relationships between socially

different people.

We have some strong statements as: “You make youngsters grow by redirecting their

attention through their likes” (Joshua); “it was wonderful to share with them and tell them

„you got talent, you can do the things‟ “(Santiago); “thanks to DAC I discovered my

teaching talents (…) now I can start my own dancing academy” (Lilia); “definitely, DAC

was for me no longer an scholar obligation, it becomes a lifestyle (…) I´m so in love with


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what I do that I would like to stay in the program after finishing my social service” (Sindy);

“it allowed me to help people through something completely universal, that is music (…) it

also allows me to grow in a professional way, I can help them (DAC) to grow as an

organization, to expand this movement (Ángel). (Cerrillo, 2011).

Conclusions

After all this information, we can notice that arts and sports operate as social stimulators of

“social capital”, which is defined as “the group of institutions, relations, attitudes and values

that govern interactions between people; and contributes to social and economic

development” (Grootaert, 2002: 2). This program also reinforces the importance of culture

in the advance of civic engagement, as said by Kliksberg:

The creation of cultural spaces reachable for the disadvantaged sectors, with a good

stimulation, can build unique integration channels (…). At the time, culture can reinforce

significantly educational capital in poor populations. (…) Culture can be a very attractive

frame for integration for the huge amounts of Latin American youngsters that are now outside

the labor market and that are outside the educational system, what makes them a vulnerable

population, something profitable for the crime organizations (Kliksberg, 1999: 99).

The compromise that is promoted through social projects, particularly in cultural activities,

like arts and sports, brings the possibility to build that complete citizen that we were talkingabout at the beginning of this essay; that is configured in his political, economic and

cultural dimensions. Through their stay in DAC program, our college students recognize

the importance of cultural practices that they had in life and they observe that, by sharing

them, they gain not only in generosity, also in the contribution to build a better social

environment.

After this research, we also confirm that this program contributes to build new social links

between different social-class youngsters: middle-class college students and low-class

high-school and elementary students; establishing new links that create confidence

between the parts, which is theoretically understood as social capital, joining those who

were originally different kind of people by the link of a common activity, such as any sport

or art.


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Documents

DAC Program: Sports and Arts for Social Development