{"id":400,"date":"2018-03-13T09:00:44","date_gmt":"2018-03-13T09:00:44","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=400"},"modified":"2018-03-13T10:12:55","modified_gmt":"2018-03-13T10:12:55","slug":"comment-by-jorge-osorio","status":"publish","type":"post","link":"http:\/\/virtualseminar.icae.global\/?p=400","title":{"rendered":"Comment by Jorge Osorio"},"content":{"rendered":"

Para el texto en castellano apriete aqu\u00ed<\/a><\/em><\/span><\/p>\n

Jorge Osorio comments on the article “<\/span><\/strong>Building the capacity of adult educators to create inclusive classrooms\u201d<\/span><\/h2>\n

Coordinator of the Observatory of Youth and Adult Education, Adult Education Program, School of Education Sciences, University of Playa Ancha (Valparaiso, Chile) <\/strong><\/p>\n

Shermaine offers us a very necessary overview of adult education in relation to the social, cultural and educational challenges generated by a global segregating world, insufficiently inclusive, resistant to the recognition of diversity and to valuing the difference and the identity processes of migrants , indigenous peoples, displaced persons, communities and minorities violated in their right to express their own cultures and languages, their gender choices or their demands for well-being because of their age and their places of residence. The article reaffirms a theoretical and practical definition of adult education as a pedagogy of recognition, dialogical and responsible for developing culturally significant learning to develop critical and reflective subjects, leaders of their own life projects.<\/p>\n

In this context, the adult educator’s disposition faces major challenges, not only in strengthening their professional training processes to generate active and inclusive pedagogical processes, but also to configure in their networks an ethic of responsibility with lifelong learning as a human right and a condition of educational justice in the construction of societies that are supportive, hospitable and welcoming of diversity.<\/p>\n

The strengthening of the reflexive capacities of educators and the generation of strategies and methodologies of analysis, evaluation and continuous improvement of the teaching practices, contextualized in a permanent and community exercise of research-action on the part of the teachers next to their students and communities of life. Shermaine offers us a repertoire of reflexive work modalities to lead educational projects both in classrooms and in community education. We can hope that global adult education networks share their own knowledge and experiences to expand our disruptive, critical and creative capacities in view of a new generation of adult education policies based on the leading role of schools, communities and social movements . The Council of Popular Education in Latin America and the Caribbean (CEAAL) has a digital platform that allows the reading of research, projects, systematizations and case studies that contribute to this end: http:\/\/www.cepalforja.org\/sistematizacion\/bvirtual\/<\/a><\/a><\/p>\n

\u00a0__________________________________________________________________________<\/em><\/strong><\/p>\n

<\/p>\n

Comentario de Joge Osorio <\/strong><\/span><\/h2>\n

Coordinador del Observatorio de Educaci\u00f3n de J\u00f3venes y Adultos, Programa de Educaci\u00f3n de Adultos, Facultad de Ciencias de la Educaci\u00f3n, Universidad de Playa Ancha (Valpara\u00edso, Chile) <\/strong><\/p>\n

Shermaine nos ofrece un muy necesario\u00a0\u00a0 panorama de la educaci\u00f3n de adultos en relaci\u00f3n a los desaf\u00edos sociales, culturales y educativos que genera un mundo global segregador\u00a0 , insuficientemente inclusivo, refractario al reconocimiento de la diversidad y resiste a valorar la diferencia y los procesos identitarios de migrantes, ind\u00edgenas, desplazados, comunidades y minor\u00edas vulneradas en su derecho a expresar sus culturas y sus lenguas propias,\u00a0 sus opciones de g\u00e9nero o sus demandas de bienestar en raz\u00f3n de su edad y sus lugares de residencia. El art\u00edculo reafirma una definici\u00f3n te\u00f3rica y pr\u00e1ctica de la educaci\u00f3n de adultos como una pedagog\u00eda del reconocimiento, dial\u00f3gica y responsable de desarrollar aprendizaje significativo culturalmente para desarrollar sujetos cr\u00edticos, reflexivos y protagonistas de sus propios proyectos de vida.<\/p>\n

En este marco la disposici\u00f3n del educador-a de personas adultas enfrenta desaf\u00edos mayores, no s\u00f3lo en potenciar sus procesos de formaci\u00f3n profesional para generar procesos pedag\u00f3gicos activos e inclusivo, sino tambi\u00e9n para configurar en sus redes una \u00e9tica de responsabilidad con el aprendizaje durante toda la vida como un derecho humano y una condici\u00f3n de justicia educativa en la construcci\u00f3n de sociedades solidarias , hospitalarias y acogedoras de la diversidad.<\/p>\n

El fortalecimiento de las capacidades reflexivas de los -as educadores-as y\u00a0 la generaci\u00f3n de estrategias\u00a0 y metodolog\u00edas de an\u00e1lisis, evaluaci\u00f3n y mejoramiento continuo de las pr\u00e1cticas docentes , contextualizadas en un ejercicio permanente y comunitario de investigaci\u00f3n-acci\u00f3n por parte de los-as\u00a0 docentes junto a sus estudiantes y sus\u00a0 comunidades de vida. Shermaine nos ofrece un repertorio de modalidades de trabajo reflexivo para liderar proyectos educativos tanto en aulas como en la educaci\u00f3n comunitaria. Podemos aspirar a que las redes globales de educaci\u00f3n de adultos compartan sus propios saberes y experiencias para ampliar nuestra capacidades disruptivas, cr\u00edticas y creativas en vista de una nueva generaci\u00f3n de pol\u00edticas de educaci\u00f3n de adultos basadas en el protagonismo de las\u00a0 escuelas, las\u00a0 comunidades y los movimientos sociales\u00a0 . El Consejo de Educaci\u00f3n Popular de Am\u00e9rica Latina y el Caribe (CEAAL) dispone de una plataforma digital que permite leer investigaciones, proyectos, sistematizaciones y estudios de casos que contribuyen a este fin: http:\/\/www.cepalforja.org\/sistematizacion\/bvirtual\/<\/a><\/p>\n

_________________________________________________________________________________<\/p>\n

<\/p>\n

These are the links to the AED 84\/2017 publication in three languages:
\nEnglish<\/a>
\nFran\u00e7ais<\/a>
\nEspa\u00f1ol<\/a>
\nEstos son los links para acceder a la publicaci\u00f3n en tres idiomas:
\nIngl\u00e9s<\/a>
\nFranc\u00e9s<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Voici les liens vers la publication en trois langues:
\nAnglais\u00a0<\/a>
\nFran\u00e7ais<\/a>
\nEspagnol<\/a><\/p>\n

Follow the ICAE Virtual Seminar also\u00a0here<\/a>.<\/p>\n

Veuillez utiliser\u00a0<\/em><\/strong>google translator<\/em><\/strong><\/a>\u00a0pour traduire les articles qui ne sont pas en fran\u00e7ais<\/em><\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Para el texto en castellano apriete aqu\u00ed Jorge Osorio comments on the article “Building the capacity of adult educators to create inclusive classrooms\u201d Coordinator of the Observatory of Youth and Adult Education, Adult Education Program, School of Education Sciences, University<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[6],"tags":[],"_links":{"self":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/400"}],"collection":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=400"}],"version-history":[{"count":1,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/400\/revisions"}],"predecessor-version":[{"id":401,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/400\/revisions\/401"}],"wp:attachment":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=400"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=400"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=400"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}