In the 70s, I became a history teacher. It was a time of a - - PowerPoint PPT Presentation

In the 70’s, I became a history teacher. It was a time of a dictatorial goverment in my country. I was part of a young political movement. We were fighting for democracy and justice to transform our society.

We were influenced by 3 big movements:

• 1. An Educational Movement with Paulo Freire (Education is for Transformation)
• 2. The Liberation Theology (God is in the Earth and with poor people)
• 3. Young Political Parties of Latin America. All engaged with changing our society

In the 80’s, Peru suffered political violence from the state and also from a terrorist party. My institution, an NGO (TAREA), decided to work in Ayacucho (the core of that violence party). It is a region located in the mountains and with colleagues we were working on a human and a democratic education perspective for peace and democracy (10 years)

To expand a transformative education linking with social, political cultural changes, we need to work

with networks. I belong to the Popular Educational Council of Latin America and the Caribean, working in 21 countries, and also part of ICAE. I am an Honorary President, but I was the General Secretary for 8 years. I am now coordinating a group following CONFITEA’s goals.

ICAE

CEAAL

While poverty, injustice, dicrimination, violence, antidemocratic systems, and exclusion exist, the popular educational momevement will stay walking with the

• people. To dream and make possible another world, with love, tenderness and

justice - working in different spaces.

My strong and lovely Peruvian family. We support each other with tenderness, hope and love.

Education for Development as Citizenship What it means?

• To be in touch with the context
• To participate actively
• To be in favor of emancipation and justice
• To be conscious that we are subjects with rights

and duties

• Belonging to a specific culture with relationships

based on solidarity

• To be in favor of inclusion and social, economic

and political justice

• Taking care of each other and our mother earth,

with love

Paulo Freire’s Education and Citizenship Literacy and Citizenship

"It would be even more emphatic if we said: literacy as a means of preparation for citizenship or literacy as a trainer for citizenship".

Citizenship in Touch with the Reality of Latin America

• Profoundly heterogeneous
• Rich in linguistic, cultural, ethnic and

geographical diversity

• Indigenous, Afro descendent and mixed race

population

• Most unequal region in the world – largest

difference between rich and poor

• Unemployment, migration, corruption, violence
• Disparities between men and women

Citizenship in Touch with the Reality of Latin America

Strong philosophy called Good Living (Buen Vivir)

• The human being as part of the natural

and social environment as central to this world vision

Citizenship in Touch with the Reality of Latin America

• Permanent struggle for justice and

democracy

• Active networks and social movements

Some Experiences:

Incidence in Political Change for Young People and Adults/ UIL UNESCO

Suwon 2017 "CONFINTEA VI Mid- term Review”

CEAAL was in charge of the Latin America report covering the achievements, critical issues and successful experiences and proposing a set of recommendations that could contribute to raising an agenda of priorities for youth and adult education.

The Core of Popular Education

Ethical vision: We do not accept the context of crisis nor the violation of the rights of millions of persons – in particular, women, children, indigenous people, youth and adults. Paulo Freire calls us to opt for the pedagogy of hope, because changes are possible, if we are organized.

The Core of Popular Education

Political Vision: (Includes two aspects)

• 1. Empowerment of social actors

(participate, learn, work, innovate, produce and organize) to demand and exercise their full rights.

• 2. Involves the development of policies

(economic, social, cultural, environment) to ensure rights for everyone, especially the right to education (Katerina Tomaseski).

The Core of Popular Education

Pedagogical Vision: Based on the concept that we all educate each other:

• Assume a pedagogy of dialogue;
• Need to start from the experience of learners, developed

critical and independent opinion with respect to age, gender, culture and social status;

• Paulo Freire argued that emancipatory education is about

understanding and writing personal and collective history and respecting diversity and dignity.

Popular Education and Global Citizenship Popular Education and Global Citizenship

• Freire said, “Citizenship does not come by

chance: it is a never-ending construction, which requires fighting for”.

• Commitment, political clarity, consistency,

decision.

• Democratic education cannot be performed
• utside education of and for citizenship.

Popular Education and Global Citizenship

• Promotes a kind of critical inclusive citizenship,
• Open to dialogue
• Advocates for human rights not as legal formulation,

but as humanization horizon for people, groups, populations and the planet.

• Feeling the complexity of today’s world of globalization,
• The importance of interconnection, feeling the

injustices the North inflicts on the South, engaging in the construction of a more equitable and sustainable world.

Some Experiences: Rio +20 Social Forum “The Education We Need for the World We Want” CEAAL, CLADE, ICAE, GCME.

During the debate on the 2030 Agenda. Two ideas:

• Developing linking with justice and social change, not

centered on consumerism and killing our planet

• Centered in the right to education as a substantive

component of human and sustainable development That was not in the beginning of the Agenda.

Some Experiences: Rio +20 Social Forum “The Education We Need for the World We Want” CEAAL, CLADE, ICAE, GCME.

Our approach for education:

• Holistic, interdisciplinary and include the four pillars of

sustainable development (economic, social, environmental and cultural).

• For the empowerment of citizens in order to change the

patterns of production, consumption and distribution of the current development model.

• Decent employment/peace.
• Oriented to citizen mobilization and the construction of

alternative social development and environmental justice.

Some Experiences: “The Education We Need for the World We Want” CEAAL, CLADE, ICAE, GCME.

Strategy /Movilization

• A collective debate with many networks to reach an

alternative position

• Participation in different popular forums such as Rio +20

and at national levels

• Participation in Latin America in the regional prepartion of

the 2030 Agenda Debate /CEPAL

• Sending a letter to Ban Ki-moon with our position
• Participation in groups in New York
• UNESCO/ Discussing the education view

Some Experiences:

Incidence in Political Change for Young People and Adults/ UIL UNESCO

CONFINTEA VI

First report: “At a slow pace” / 2013 revealing slow and limited progress in the region, including poor development in governance, financing, participation, inclusion and equity. Demonstrates a lack of interest in prioritizing the commitment to youth and adult education.

Some Experiences:

Incidence in Political Change for Young People and Adults/ UIL UNESCO

Strategy

• A collective debate in the countries
• Elaborating a first document which was then debated in some

LAC countries, with teachers, and also educational authorities, to collect their view

• Debates with UIL Hamburg
• Presenting the report at Suwon
• After Suwon, meetings in several countries with authorities to

make incidence with the ALE Agenda

• Presentation at the meeting of ministers of education in Bolivia

in June and in September at the Ibero-American meeting on education

Experience: Program to promote student’s leaders in Ayacucho region. To face the problem of political violence Based on: Children’s Right Convention: PARTICIPATION - A child as a social actor The Ministry of Education have implemented norms, promoting students organizations Aspects

• Is organized in each school.
• Each class appoints 4 delegates who elaborate with the students the work plan.
• The plan arises from the needs of the students,
• Culture, sports, support to the community, environment, sexuality, community work.
• For each theme they organize small committees, everybody has to participate
• Duration 1 year, are elected by assemblies.
• Annually have regional, local meetings, to evaluate how they are working.
• Some of them are very well known. They are called to form part of civil society organizations, to address the

issue of citizenship, violence, etc.

• This organization began in the capital of Ayacucho, but know they are in 6 parts of the regions.
• Also a program for teacher

Leaders Assembly in Ayacucho

Experience Aspects

Popular Education Diploma Improving by CEAAL and a Peruvian University Themes

• The history of Popular Education
• Popular education and methodology
• Practice/Theory/practice
• Popular education practices
• Political Incidence
• Our Popular Education Plan

During one year

• We organize seminars to share experiences
• To promote a movement of popular educators linking with

citizenship

Peruvian Experiences

• As CEAAL, we believe that the vitality and defiance of popular education linked with

citizenship cannot be worked marginally.

• All spaces, exchanges, collective positions, international solidarity, are necessary fields
• f struggle and transformation.
• We recognize the work of all of you, in the fight for global citizenship and justice, and it is

imperative to strengthen our ties, fight common battles for a better, just, humane, supportive, non-competitive and intercultural world.

• With solidarity and love.