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Sin título de diapositiva

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Sin título de diapositiva
Empowering
marginalised
groups through
adult education
Slovenian Adult Education
Institute
DEMOCRATION EDUCATION OF ADULT PEOLPE
Scholastic
Model
. Learning
. Importance of the non-formal
Learning based in experience
. Educate for change
. Open Curriculum
. Focused on the participants
. Autonomous and participative
organization
. Instruction
. Only formal learning
. Dependent student
. Closed curriculum model
. Focused on teachers
. Burocrathic, rigid and standarized
organization
Social Model
The Social and Educative Model of the
Democratic Education of Adult People
• Education is an instrument for overcoming social,
economic and cultural inequalities
• One of its main objectives is fighting for the
universal access of underprivileged people,
eradicating age, gender, class, educational level
and ethnic barriers.
DEA
Democratic Adult Education
Group
90
Univesity teachers
www.neskes.net/confapea
Territorial
Federations
of
Adult
Education
Asociations and
colectives in
Adult
Education
REDA
Democratic Adult
Education Net
Territorial associations
Of pedagogic renovation
Educators
RADICALIZING DEMOCRACY
MANAGEMENT OF THE EDUCATION
• Participant people take
decisions that had
tradicionally been taken
by learned people
• The Assembly is the
main decision making
organism
RADICALIZING DEMOCRACY
MANAGEMENT OF THE EDUCATION
• The participant people occupy leadership and
responsaility places in the management organisms
Apear as valid interlocutor with national and
international Administrations
RADICALIZING DEMOCRACY
ORGANIZACIÓN
• General Assembly
• Monthly meeting
• Activity groups
RADICALIZING DEMOCRACY
ORGANIZATION
• Working commissions
• Coordination meeting
• Full time staff
SOLIDARITY AND LEARNING
Learning by the own experience and
reflection
Among participants:
interactives and
dialogic learning
Among associations:
by carrying out
Seminars, Workshops
and Formative Activities
ASSOCIATIVE INTERCHANGES
• “Trijornadas”
• Summer Schools
• Conferences
SOME CONFAPEA’S ASSOCIATIONS
CONFAPEA is grown by participant asociations of
adult learning schools, women associations,
cultural associations where a very diverse
origines people are participating:
. Agora and Heura
. Mujeres Lorquianas de
Fuentevaqueros
. Asociación Paulo Freire (Vitoria).
. Dones en Forma de Torrellobeta
. Asociación Cultura Viva Sanboiana.
. Asociación Cultural Ujaranza / Akatarí
Lajará Ujaranza
. Asociación Drom Kotar Mestipén
(Camino de Libertad)
...
INTERACTIVE SPACES OF
PARTICIPATION
• Asamblea Virtual de la CONFAPEA:
http://www.neskes.net/confapea/assamblea.php
• Women groups
• Multiculural group
• Young groups
CONGRESSES OF PARTICIPANT PEOPLE IN
LITERACY
1999. Sant Boi de Llobregat (Barcelona) Organized by
FACEPA and the “Asociación Cultura Viva”
2000. Centelles (Girona). Organized by FACEPA and
the participants in the adult education centre of
Centelles.
2001.Vitoria-Gasteiz
(Euskadi).
Organized
by
CONFAPEA and the Cultural Association Paulo
Freire.
2002. Vigo (Galicia). Organized by CONFAPEA and the
Association of students and exstudens of the EPA
Artes y Oficios.
2003.Fuente
Vaqueros-Granada
(Andalucia).
Organized by CONFAPEA and the Association of
Lorquian Women of Fuente Vaqueros.
Thousands of Dialogic Literary Circles in the
world
DIALOGIC LITERARY CIRCLES
Two criteria characterize this literary circles:
The reading chosed are of the Classic Universal
Literature
It is given priority the participation of the adult peolpe
without academic degree.
“The DLC, through their methodology, the dialogic learning,
permits that the persons who haven’t read any book enjoy
theirselves with the classic literature books”
The DLC produces a lot of participation, as well as persons that
haven’t gone to the university are reading authors like Garcia
Lorca, Miguel Hernández, Skakespeare, Córtazar, Wolf ...
INTERNATIONAL PROJECTION OF THE DLC
Has been recognised internationaly for be a
educative and cultural activity that brokes with the
cultural prejudices.
University of Massachussets(USA).
Harvard University (USA)
Universidad de Sao Carlos (BRA)
Victorian Centre of the Adult Literacy and Numeracy
Australian Research (VCALNAR.Australia)
We like very much that people are interested in the
literary circle and that theseones have achieved so
success. I woul like to assist to your congress because
your workplan is too extraordinary and necessary to take
consciens about our individuality in a society that we are
trying to be more and more solidary.
Jose Saramago, Literature Nobel Award
EUROPEAN PROJECTS ABOUT DLC
• Gathering in the Cyberspace I i II (1999-2002). Agora
Association. Creation of DLC in France, Denmark and Chez Republic
• European Multicultural Dialogue. FACEPA.
MORE EUROPEAN PROJECTS
• Bill project. European Chart of Participant's Rights in Adult Education.
1997-1998
• Participe and transforme: an Adult People education model trhought the
dialogue. “Modelo de Educación de Personas Adultas a través del
diálogo. MEPA”. 1999-2000
• To MEPA to MEDA: the adult people education to democratic adult
people education. “De MEPA a MEDA: de la Educación de Personas
Adultas a la Educación Democrática de Personas Adultas”. 2000-2001
www.neskes.net/meda
• Citizenship for all since the participation, the adult people education
and volunteering.“Trobada”. Ciudadanía para todos y todas, desde la
participación, la educación básica de personas adultas y el voluntariado.
2000-2002. www.neskes.net/trobada.
• Who Speaks? The voices of immigrants on adult education. (¿Quien
Habla? La voz de las personas inmigrantes en la educación de personas
adultas) 2001-2003. www.neskes.net/whospeaks
• MOSAIC. Model of Consuling and welcoming of immigrant people.
“Modelo de asesoramiento y acogida para personas inmigrantes”. 20022004
• GEQUA. Gender and quality in the adult people education. “Genero y
MÁS PROYECTOS EUROPEOS
MULTICULTURAL GROUP OF FACEPA
PROYECTO WHO SPEAKS:
www.neskes.net/whospeaks
OBJECTIVE: To contribute to the participation of
ethnic minority people in the public debate about
the adult peolpe education, contributing to
improve the education that receives these groups.
... This is the way to achieve...
“learning more, share spaces of dialogue, fight
for our rights and ilusions... Thisone has
transformed us, we feel capables to learn more
things and to follow fighting for achive more. A
lo of people changes ourslef concept. In this way
feeling diferent our relation wit the people and
our enviorment. Day after day we confirm that
this is the way to improve the barriers that were
excluding us of the education and social
participation”.
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