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Public
spacesISSN:1665-
8140
magazine.espacios.publicos@gmail.com Autonomous
University of the State of Mexico Mexico

Ferado Garcia, Alma Leticia; Arguello Zepeda, Francisco Jose

Reading promotion programs as a student welfare policy. Case: UAEM
Public Spaces, vol. 21, no. 52, 2018, May-August, pp. 153-164 Autonomous University of the State of Mexico
Mexico

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Reading promotion programs as a student welfare policy. Case:UAEM

Reading development programs as student welfare policy. Case: UAEM

Reception date: May 30, 2017 Approval

date: April 23, 2018

Alma LeticiaFerado Garcia*

Francisco Jose Arguello
Zepeda*

RSUMMARY

This article analyzes whether reading promotion programs meet the particularities to be considered student
welfare policies. At the beginning, what is a public policy and its characteristics are defined.The policies
related to the promotion of reading at the federal and institutional levels are also presented, as well as the
actions that have been taken within the uaem. It is mainly concluded that the actions taken suggest that the
promotion of reading should be considered as a welfare policy.be a student
PKEY WORDS:student welfare policy, reading program, reading promotion, uaem.

ABSTRACT

This article analyzes whether the programs to promote reading among BA students, fulfill the peculiaritiesto
be considered policies of student welfare. The definition of a public policy as well as its characteristics are
presented. Policies related to the promotion of reading at the federal and institutional levels are presented as
well. The actions that have been taken inside the uaem are shown. It concludes with the idea that the actions
taken suggest that the promotion of reading should be considered as a policy of student welfare. KEY
WORDS:student welfare policy, reading program, reading encouragement, uaem.

* Autonomous University of the State of Mexico, Mexico. Contact email:leitit@hotmail.com

e-ISSN in process, year 21, no. 52, May-August 2018, p. 153-164.

 Reading promotion programs as a student welfare policy. Case: UAEM
154
YoINTRODUCTION
People often talk about the place that Mexico
occupies in terms of the number of books that are
read, as well as the actions that have been taken to
make it a country of readers. However, these
surveys present a sample of the entire Mexican
population, but, on the other hand, here the specific
results of a Higher Education Institution are
observed in order to know its position with respect
to thistheme. It is necessary to analyze what is a
policyand to know if the reading promotion
programs meet the requirements to be
considered a policy, specifically, a policy
ofstudent welfare.
Regarding the subject, which isIn this
article, the definition, characteristics and
elements of a public policy are presented to later
focus on student welfare policies; Likewise,
special mention is made of the policies for
promoting reading at the Autonomous
University of the State of Mexico (uaem), as
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well as the group for the Promotion of Reading
and its actionsundertaken.
PPUBLIC POLICIES AND WELFARE
POLICIESSTUDENT
Public policies "correspond to specific solutions
on how to manage public affairs" (Lahera, 2002:
9). A policy or policy "refers to any social
decision, where the subject of the decision can be
an individual, an organization or the State"
(Bazúa and Valenti, 1993 cited by Nateras, 2006:
254). According to Lahera (2002: 4), there are
two concepts, "the traditional one and the one that
advances in
Information and Communication Technologies
(ict) have favored”. The traditional assigns a
roleto the state, while the new concept creates
opportunities to improve public services.public,
allows better access to information and
increases citizen participation. Laswell (in
Nateras, 2006: 255) states that policies have "a
multidisciplinary orientation, since by their
nature they involve political, economic,
administrative, and cultural aspects, among
others."
MarthaNateras (2006: 255) mentions that
“the definition of policy can be obtained
within the descriptive and theoretical
approaches; In the descriptive notion,
different ways of conceiving them can be
found and among these are the proposals for
specific action, within which there are actions
such as the reforestation of national parks or
such as adult literacy policies; This is where
the policy to promote reading can be
included”. He adds that from the theoretical
aspect it is appreciated that policies are
elaborated from government-citizen
interaction and that when studying them,
reference must be made to three fundamental
elements that constitute them, which are:
• Public objectives of the State
• Programs designed to meet those goals
• Its impact on society
For Lahera (2002: 4), a quality public policy
must include:
• Orientations or contents
• Instruments or mechanisms
• Institutional definitions or modifications
• Forecast of yourresults
 Alma Leticia Ferado Garcia
Francisco Jose Arguello Zepeda
To determine if the programspromotion of
reading can be considered a public policy, it
is necessary to know the result of the actions
that have been taken. In this regard, José Luis
Méndez (2000 cited in Nateras, 2006)
mentions that there are four situations in the
course of public action, namely: public
inaction, public decision, public policy and
public results, which are the product of the
three previous among, other factors.
In this case, we are faced with apublic,
because the State has detected aspecific
problem and developed an action program to
solve it. There are at least six elements to define
public policies:
1. The problem
2. The diagnosis
3. The solution
4. The strategy
5. Themeans
6. The execution
Student wellness can be understood as those
programs focused on promoting the physical
and mental health of students through sports
and cultural actions, which are aimed at
stimulating the comprehensive development
of students. When doing a search on the types
of policies, the promotion of reading was not
found as a student welfare policy as such,
because scholarship programs, sports
programs and cultural programs are usually
considered within the latter. This is how it is
proposed that, within this aspect of cultural
training of individuals, reading promotion
programs be included due to the benefits that
reading brings not only to students, but to
society in general. Among these benefits are
the following:
155
• Reading helps to be smarter(Smith,
1978: 8).
• Reading, at any age, is a tool to gain
access to knowledge and not fall into
social marginalization (Franky,
2011: 17).
• Having the conviction that reading is a
useful exercise, which improves
thought, advances the human being
and changes, improves society
(Franky, 2011: 18).
• Reading stimulates language
development, increases vocabulary,
improves communication and develops
imagination,which entails cognitive
and emotional benefits. Reading
deeply enriches the soul of children
and allows them greater social and
intellectual development, a greater
understanding of the universe that
surrounds them (Franky, 2011: 15).
• “There is no more useful occupation
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for all classes of people than reading.
He understood-The thought is
fertilized, the imagination is
enlivened, the heart delights, and
annoyance flees in great strides in
the presence of a book” (Centro de
Estudios Históricos, 1947: 105).
So, if reading helps to be moreintelligent, the
performance of the students will be higher and
will improve their school trajectory and,
therefore,Therefore, their professional
performance when they graduateIt will
contribute to a better society.
Likewise, socially, thinking and critical
citizens will be better integrated into their
environment, in addition tothey will also have the
benefit of developing their linguistic
intelligence. But this does not happen by itself,
rather it is necessary to create awareness of the
different functions of reading,
 Reading promotion programs as a student welfare policy. Case: UAEM
156
and that it is not enough, as pointed outCantón
(2009), to stay at the level of readers but rather
to train autonomous readers committed to the
meanings of what they read and that this may
be able to contribute to explaining their human
condition. In various speeches it is mentioned
that there is a low level of reading in Mexico.
Aristegui (2014, Notimex) concludes a note
on the number of books that we Mexicans
read, expressing that "it is essential to have
policies in favor of reading that benefit the
entire population and combine the efforts of
different actors from both the State and of
civil society”. Below are presented from the
general to the particular the programs,
strategies or actions that are being
implemented at different levels in our country
and specifically
cally in the uaem, aroundto the topic.
Let's talk first about the National
Development Plan (pnd) 2013-2018.In this
document of the Ministry of the Interior
(segob) published in the Official Gazette of
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the Federation on May 20, 2013, five national
goals and three cross-cutting strategies were
established as a plan of the Government of
the Republic to achieve its general objective,
which is:
(...) take Mexico to its maximum potential in a
broad sense. In addition to economic growthor
income, factors such as developmenthuman
rights, substantive equality between women and
men, the protection of natural resources, health,
education, political participation and security,
are an integral part of the vision to achieve said
potential (segob, 2013).
As can be seen, the third of these goalsnationals is
a Mexico with Quality Education. Each of the
goals describes the challenges for each sector
andestablishes an action plan with its
respective objectives to solve them.Chapter VI
details
the strategies and lines of action to achieve the
objectives and Chapter VII establishes the
indicators.The pnd indicates that this Mexico
with Quality Education is sought "to guarantee
an integral development of all Mexicans and
thus have a prepared human capital, which is a
source of innovation and leads all students to
their greatest human potential" (segob , 2013).
We believe that reading is an important part of
this comprehensive development and that the
role of teachers is essential to achieve it. It is
also indicated that the focus of the pnd is "to
promote policies that close the gap between
what is taught in schools and the skills that
today's world demands to develop a
lifelong learning” (segob, 2013). Within Chapter
III,the pnd points out that:
(...) a Mexico with Quality Education
proposesimplement State policies that guarantee
the right to quality education for all, strengthen
the articulation between educational levels and
link them with scientific work, technological
development and the productive sector, in order
to generate quality human capital that triggers
national innovation (segob, 2013).
However, it clarifies that because there are
stilldeficiencies in the application of equity and
quality policies "it is urgent to reduce the gaps in
access to education, culture and knowledge (...)"
(segob, 2013). We are then at that point of
recognition before the analysis in which we must
act and create quality conditions for student
development. This document also clarifies that
"culture contributes to the formation of a citizenry
capable of fully developing its intellectual
potential" because "a culturally developed society
will have a greater capacity to understand its
environment and will be better
 Alma Leticia Ferado Garcia
Francisco Jose Arguello Zepeda
trained to identify development
opportunitiesdevelopment” (segob, 2013).
It is then that the Action Plan indicatesthat to
achieve the objective of this goal "a policy is
required that articulates education, culture and
sports with scientific knowledge, technological
development and innovation" (segob, 2013) and,
continuing, to expand this access culture must be
placed among the basic services provided to the
population. We now come to the objectives,
strategies and lines of action presented by the PND
2013-2018 in terms of reading (segob, 2013):
• Objective 3.3. Expand access to culture
as a means for comprehensive trainingof
the citizen.
• Strategy 3.3.1. Place culture inamong
the basic services provided to
thepopulation as a way to
promotesocial cohesion.
• Lines of action: Design a national
program that promotesthe reading.
The pnd is contemplating in this fourth line of
action the design of the national program for the
promotion of reading and in Chapter VIII of this
plan it instructs the different federal
dependencies on the steps to follow for the
implementation of this pnd through the Sectoral,
Regional and Special Programs (segob, 2013).
This is why aspects related to policies are
presented.of reading presented by the Sectorial
Program ofEducation (pse).
The Ministry of Public Education (sep), to
comply with the provisions of article 22 of the
Lawof Planning, elaborated the Education Sector
Program (pse) 2013-2018, in which, within its first
chapter related to the diagnosis, it presentsthe
Culture and Education section, in which it
states that:
157
The social reality that the country is going through
makesimperative a newcultural policy agenda
that clearly establishes the ways to mobilize the
cultural resources of Mexico, (...) A
fundamental strategy to achieve a new cultural
agenda will be the strengthening and renewal of
the link between culture and the educational
process, (...) The Council National for Culture
and the Arts (...) will lead the efforts to give a
new focus to the permanent fields of action of
the cultural task: (...) promotion of books and
reading, (...) (Sep, 2013: 32 ).
Further on, within the pse, is Objective 5
“concerning the promotion and dissemination of
art andculture as privileged training resources to
promote comprehensive education. Each objective
presents its strategies and lines of action, for
thesubject of the reading, the following were
found”(Sep, 2013: 64):
• Strategy 5.1 Promote artistic and
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cultural education and create greater
opportunities for access to culture,
especiallyfor the educational sector.
• Line of action 5.1.3 Promote reading as
a basic skill in overcominginequality.
It is highlighted the fact that it is being considered
to give the emphasis of access of the educational
sector to culture and that the line of action is
directed to the promotion of reading in order to
reduce the inequality gaps that are present.in
society.
At the end of the exposition of the strategies
of the fifth objective, the transversal lines of action
are presented, within which it is found thatin
strategy 3 on Equal Opportunityities and non-
discrimination against women, the
 Reading promotion programs as a student welfare policy. Case: UAEM
158
first line of action establishes “promote circlesof
face-to-face and virtual reading and literary
appreciation for paid and unpaid working women”
(Sep, 2013: 65). This article will not focus on the
realization of a gender study, but it is necessary to
know the actions carried out by the authorities
relating the issue of reading and the transversal
lines that it has established inthe pnd.
In the same sense, the Promotion Lawfor
Reading and Books (2008), aims to be equitable
at a social and gender level, and at the same
time guarantee freedom in book publications. all
of itrepresents a success, but there are still
structural obstacles that prevent many social
sectors from having access to books (printed
or electronic).
In this way, it can be seen that the pse follows
up on the line of action established in the pnd
regarding the promotion of reading. From these
documents emanate the National Reading
Program, as well as the State Reading Programs;
however, these programs will not be presented at
this time, instead attention will be directed to
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presenting reading policies in an institutional
arena. For this, the actions that the uaem, as a
Mexican public university, establishes regarding
policies to promote reading are shown below.
The Rector of the uaem, Dr. in Ed.
Alfredo Barrera Baca, in his Master Plan for
Institutional Development (prdi) 2017-2021,
specifically in the substantive function
Dissemination of culture for a universal
culture, states that the University "has the
obligation to train competent professionals
and exemplary citizens, while providing
elements of judgment both to those who
make public policy decisions and to society
and individuals” (2017:100) and establishes
in the specific objective IV of this function
that it is necessary to “increase the rates of
recreational reading between
the university community and society, with
content aimed at promoting citizenshipuniversal”
(Barrera, 2017: 109). The policies reflected in this
document, in terms of increasing recreational
reading rates, are as follows (Barrera, 2017):
• The Secretariat of Cultural Diffusion will
establisha committee that defines a
collection of recreational readings to
make it available to the university
community in the libraries ofeducational
spaces.
• The General Editorial Council of the
university will define a collection of 20 books
orientedto the dissemination and
promotion of citizenshipuniversal.
• The Secretaryof Cultural Diffusion will
evaluate and redefine the policies of
promotion of thereading.
It is essential to analyze each of these policies to
see their relevance, feasibilityand impact among
the university population. However, questions
arise at this time, such as the criteria that will
be established by the committee that defines
the recreational reading collection and the
investment that will be required to make them
available in the different libraries. There are
innumerable readings that are in digital
format and it could be that what more efforts
have to be devoted to is the dissemination of
these works. In order to have more elements
of analysis, it will be necessary to analyze the
policies for the promotion of reading
established by the Secretariat for Cultural
Dissemination.
The strategies established in this regardare
(Barrera, 2017):
• Publish a literary magazine in
whichdisseminate texts of poetry, short
narrative, literary essay and literary
translations.
 Alma Leticia Ferado Garcia
Francisco Jose Arguello Zepeda
• Promote the acquisition of a basic collection
of literature in prose and verse for the
citizenry.universal information that is
available to the community in university
libraries.
• Intensify the dissemination of the winning
works of the international prizes for poetry
"Gilberto Owen Estrada" and narrative
"Ignacio Manuel Altamirano", as well as the
Prize for Children's Literature, which are in
open access in the institutional repository.
All this constitutes a challenge that, in order to
achieve it, it is necessary to spread more about the
cultural and editorial work that is carried out
within the uaem, it is worth mentioning that
currently the official rectory magazine already
haswith the ISSN code, which is aincentive
for both students and academics to publish in
that space.
It is worth mentioning that, within this Higher
Education Institution, for several yearsFor years,
actions have been carried out to promote
reading seeking the well-being of its population
and later on we will talk about the group in
charge of carrying them out.Returning to the
fifth point to define public policies,we can say
that aboutof the resources an analysis of the
organizational, budgetary and legal resources
can be made.
Here only the organizational ones are addressed,
notThere will be no discussion of budgets or legal
matters.
Regarding execution, we have to talk
about instrumentation and evaluation. To talk
about this execution will be developedthe
policies to promote reading that have been
established, and that obviously require budget
supportto continue with cultural events such as
"April month of reading" that have had an
impactpositive in the university community.
PREADING PROMOTION POLICIES 159
It is briefly presented and as a context, some
policies for the promotion and promotion of
reading in the educational field in Mexico of the
centuryNINETEENTH TO THE POST-
REVOLUTION.
Cantón (2009) in History of reading
inMexico, towards the formation of autonomous
readers(1st part) describes the different functions
that it hasfulfilled the reading historically,
beginningwith the colonial era whereeducation
was mainly oriented towards evangelization,
highlighting the humanitarian work of the
missionaries who implemented various
reading strategies. Following this author in
the same work (2nd part), he exposes the
factors that favored the development of
reading during the 19th century and the
Porfiriato that, despite the profusion of
written materials (books, newspapers) and the
increase in schools , the vast majority of the
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population continued to be illiterate. He adds
that an increase in the love of reading was
observed thanks to the materials specifically
aimed at guilds and sectors of society to
invite them to read. He increased the number
of educated citizens on various issues and
topics. Again the desire for political
participation is an individual motivation to
learn to read and write.
It is mentioned that the greater supply of
materials thanks to the printing press and a wide
spectrum of readings favor the emergence and
visible presenceof an increasingly critical and
autonomous reader (Cantón, 2009).
For the time of the Revolution and the Post-
Revolution we have that José Vasconcelos,
during hismanagement at the head of the
Ministry of Education, began the first national
campaign for the promotion and
encouragement of reading, whichhad a notable
influence on later campaigns and is considered a
 Reading promotion programs as a student welfare policy. Case: UAEM
160
reference point. It is recognized that teachersthey
play a fundamental role in educational outreach
and book promotion. There is a wide variety of
titles, themes and levels. In this period, libraries
are created and there is no doubt about the
official effort to promote reading (Cantón,
2009).
Later, in the post-war period, there were
external factors (influence of
emigrantsSpanish) and internal (development of
the publishing industry) that promoted reading
in the Mexican population (Torres, 1988). In the
later period,1960-1985, there were
achievements, with the appearance of thesep
notebooks from the 1970s that contributed to
popularize reading, but there were also setbacks
in the 1980s given that in that decade public
spending on education decreased in the context
of the economic crisis of 1982 (Greaves, 1988).
Today there is a new impetus for promoting
reading and books, granted by the National
Council for Culture and the Arts (conaculta)
whichit became the Ministry of Culture.
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FOMENT TO THELREADING IN THEUAEM
The number of books read per person per year is
often considered to be the mainreading
indicator. A note in this tenor ex-prey that:
From a list of 108 UNESCO nations on the
reading index, Mexico ranks last. On average,
Mexicans read 2.8 books a year, and only 2%
of the population has a permanent habit of
reading, while in Spain they read
7.5 books per year and in Germany12 (Villamil,
2013).
In another more recent note (Aristegui,2014),
it is stated that conaculta pointed out that in
the National Reading Survey (enl) the
number of books read per year is 2.94, which
did not advance much from the 2006 Survey
in which 2.6 books were read annually.
However, in Chapter 1 of said Survey
(conaculta, 2006: 36), “it is shown that the
annual average is 2.9 books, which would
confirm that there has been practically no
variation”. In 2015 (concaulta, 2015: 104,
169) “it is reported that the average number
of books read annually both out of necessity
and pleasure is 5.3. Of this figure, 3.5
corresponds to the average number of books
read per year for pleasure, plus 1.8 of the
average number of books read per year due to
necessity”. These figures show an increase
compared to the previous survey and it can be
seen that reading for pleasure is more
common than reading out of necessity.
Since the enl is applied by selectingcarefully
the sample at the national level that covers all
sectors of the population, the average number
of books read per year within an
institutioneducation must be greater than that of
the general population.This has been
verified,but only with a slight increase.
In the institutional field, the figures revealed
in 2010 the amount of 3.4 books for pleasure per
year and for 2012, 3.9 books. The goalof the prdi
2013-2017 that students read 4 general culture
books per year was achieved. In the 4th Report
of the Administration 2013-2017 (Olvera, 2017:
30) it is reported that, derived from the 2016
uaem reading survey, "the rate of reading for
pleasure is 4.9 booksper year per student,
which proveshave reached and exceeded the
expected goal. However, it is necessary to
continue strengthening actions to increase this
figure more significantly, since it is still far
from reaching the figure for populations in
general in developed countries. In the
 Alma Leticia Ferado Garcia
Francisco Jose Arguello Zepeda
prdi 2017-2021 no figure to be reached was
establishedof books read annually. It is
important that not only the number of books
that should be read be expressed in a number,
but also that the impact of reading different
types of texts according to the educational level
and that are contributing to cognitive
development can be seen in a more qualitative
way.and social of the student community.
One of the Directorates dependent on the
Teaching Secretariat of the uaem is the
Directorate of Academic Infrastructure (dia),
whose objective is:
(...) technically and normatively coordinate the
functioning of the Library System, as well as
the Laboratories and Workshops, seeking their
permanent development, modernization and
improvement, in order to offer quality services
that satisfy the needs of information, access to
technical and scientific knowledge, art, culture
and reading for pleasure of the university
community (2015: 4).
Within the vision of this directorate, two points
related to the theme developed here stand out
(dia, 2010), which are that this directoratewill
feature:
• Updated bibliography and according to
the programs and study plans, as well
as the university learning units.
• Greater number of readers, through
thereading encouragement.
The first point is important because it is
essential that students have the necessary
academic reading material for their higher
studies; the second is the one that will be
discussed below.
A division of the day is the Reading 161
Promotion Area, which, within its actions, has
thefollowing (day, 2010):
• Organize and coordinate the reading
promotion group with
representatives from each of the
academic spaces and dependencies
of the University.
• Coordinate monthly meetings of the
members of the promotionreading to
establish actions that promote reading
habits.
• Schedule the dayculture of
"April,month of reading” of the
Directorate of Academic
Infrastructure, as well as follow up
on the events scheduled in the
academic spaces.
• Gather and disseminate the Reading
Promotion programs of the various
spacesAcademics so that the
communityuniversity is aware and
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can be part of them.
One of its activities was the planning, organization
and coordination of the publication of the virtual
Newsletter Xookil Lectura, Pensamiento y Arte,
which was a mechanism for disseminating and
promoting reading (DIA, 2010). The Xookil
bulletin (which in Mayan means reading) was a
quarterly publication that began its circulation in
2003 and ended in January 2011. Later this
bulletin changed to being an electronic magazine,
its last publication was with No. 20, Year. 1, July-
October 2012.
Xookilcontained various sections such as the
reading skills zone, success zone, top ten
zone,writers, recommendations, readers and work.
All sections were very interesting; however, I
rescued the one on reading skills, since it talked
about strategies, processes, types
 Reading promotion programs as a student welfare policy. Case: UAEM
162
reading, among other help and guidance topicsto
develop that skill. Subsequently,In 2013, the
day began to publish an informative poster
and from number 5 it changed to being a
bulletin. Currently, the day publishes monthly
and electronically the newsletter Enjambre
Lector, which also has interesting sections
such as “Improving dysorthography”, “Top
5”, “Recommendation of the month”, among
others.
The reading promotion group had the
initiative to start a project in which surveys
would be applied to all the students of
theUniversity to learn more about their interests
and reading habits in order to be able, with this
information, to take actions that will contribute to
the fulfillment of institutional goals. These surveys
yielded useful information on the type of materials
that are read most frequently, as well as on
prevailing reading habits, among other aspects.
Thanks to this evaluation, it is possible to know
the current reading situation at the university, the
interests and needs in general and also in particular
by the different academic organizationsbecause
together with global policies, strategies are
e-ISSN in process, year 21, no. 51, January-April
establishedparticular promotion of reading that
contribute to improving reading rates and,
therefore, the well-being of students in the
different areas of professional training.
CONCLUSIONS
Although it is true that historically there has
been progress in promoting reading and the
gradual decrease in illiteracy in Mexico, there
are still regional and social inequalities in this
area.
As mentioned at the beginning of this
article,Méndez (2000 in Nateras, 2006: 256)
establishes“that in order to recognize a public
policy it is necessary to recognize the results of
the actions of the State”, and after presenting the
development of thistopic, we can say that in
this regardyes, a public policy has been
established because it is appreciated that the
State, be it the Federal Government, State or
particularly the uaem, have recognized the
problem, have made a diagnosis to define
objectives and strategies and have carried out
action programs to solve them.
The establishmentand compliance with a
reading promotion policy, will definitively
contribute to the student's well-being in a
personal and professional way; and not only
of them, but of all related sectors.
The Government must formulate the correct
policies to propitiate and promote the conditions
thatsuccessfully carry out reading programs;
however, all civil society must be committed
from its role as student, parent or teacher. This
joint effort will result in individual and social
growth.
Along with the strategiesof reading promotion,
publishers also constitute an important link. They
must promote quality material that meets various
interests, is available, and is affordable.
It is necessary to continue promoting
activities such as book fairs, presentationsof
books, mobile libraries, among others, in order
thatstudents are in contact with the texts, since
in this way there are more possibilities of
generating readers and becoming infected with
the taste forreading.
The policies implemented within the uaem
to increase the index of books readfor pleasure
annually were satisfactory and it was possible to
increase the average, complying with this
 Alma Leticia Ferado Garcia
Francisco Jose Arguello Zepeda

the goal that was had at the beginning of the

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