{"id":412,"date":"2018-03-19T10:00:34","date_gmt":"2018-03-19T10:00:34","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=412"},"modified":"2018-03-19T11:18:45","modified_gmt":"2018-03-19T11:18:45","slug":"comment-by-carmen-colazo","status":"publish","type":"post","link":"http:\/\/virtualseminar.icae.global\/?p=412","title":{"rendered":"Comment by Carmen Colazo"},"content":{"rendered":"

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

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

Argentina\/Paraguay<\/strong><\/p>\n

As the author clearly states, in today’s societies, educational processes display in complex and diverse environments. They are also shown in global contexts, which present a wide mobility of human beings that participate in various educational experiences in different parts of the world. A world of travelers and vagabonds, as Zygmunt Bauman says (Bauman, 2000).<\/p>\n

Therefore, there is increasing awareness of the diversity of people who initiate, go through and conclude teaching-learning processes throughout their lives, which should be included in the classrooms, respecting their differences.<\/p>\n

It is in the adult education classroom where, according to the author, this diversity is more tangible, given the heterogeneity of people who participate in them. And it is interesting to note that most of the participants, in Latin America and the Caribbean, according to UNESCO data, are women.<\/p>\n

Now, I think that we should take into account the role of the person who coordinates these classrooms of diverse adults. It does not seem to me a minor fact that he\/she is an “educator”, “guide”, “tutor”, “teacher”, or “facilitator” (it is important, within the inclusion, to take also into account an “inclusive language”). First, because the place where this person is placed is not the same. If he\/she is a teacher, guide or tutor, the role is of tutelary empowerment, from top to bottom, banking and directional; while, if placed as a facilitator or mediator, he\/she is someone who collaborates with the participants in their processes, which, as the author says, must be self-managing.\u00a0 Processes, therefore, of listening to diverse voices, where nobody allows, but where experiences, knowledge and practices are freely expressed, respecting each individuality, identity, journey of life.\u00a0 Otherwise, the classroom would not become inclusive, but would follow the traditional banking model, where those who set themselves up as “educators”, in front of the classroom, even if they try to do their jobs well, would not empower those who are truly leaders of the process, the participants. Many, or most, of them, as we said, are women.<\/p>\n

I believe that the teaching of those who facilitate adult learning processes, in order to be effective must, in the first place, leave the roles of “educator”, “student”, or, otherwise, a vertical and little participatory system continues to be maintained, even unconsciously.<\/p>\n

I consider it is also essential, you will forgive the repetition, “to include inclusive language” in order to promote processes of change from the point of view of gender, a measure of quality of education and development, in these processes. We must learn to say: male\/female teacher, facilitator, mediator. It is important because we verbalize what exists in our thinking. If we do not mention it, it is difficult that it exists and can be transmitted, in this case, to men and women who interact in these mediated processes. It would also be enriching to learn to name the different sexual orientations and gender identities, because within these classrooms there are diverse people in all the senses, although in many countries or towns there is the intention to prevent these people, or others, from entering the classrooms due to prejudices or exclusions, when perhaps they need more than anyone to go through a livelong learning to achieve equal opportunities and results.<\/p>\n

The proposal to consider, within a complex strategy, the critical reflection of Freire together with the development of other authors is really interesting and profound on the part of the author.\u00a0 It is important to note that Freire, in his last years, criticized himself and his liberating educational proposal, recognizing his lack of gender inclusion within his texts and methodology, which he tried to rectify. If we start from Mezirow’s proposals, from the transformational learning; Vygotsky from the social constructivism and authors like Brookfield, Loughran and Mezirow, from the reflective practice, we have lots of elements to include the gender approach and the gender perspective in our educational discourse and practices in inclusive classrooms; and this is essential. This is part of the educational quality we seek in the 21st century. It is also interesting to highlight the contribution of women authors who have contributed to approach education from gender, such as Subirats, Brullet, Bonder, Morgade or others, in Latin America, and that could be very useful to encourage women’s empowerment who attend “adult education”.<\/p>\n

The magazines, the use of critical reading of newspapers or journals, the work in discussion groups, the use of role play, the case study, among other participatory methodologies, must not forget the inclusion of gender to rescue the history of women, their lives, experiences, to question the sexual division of labor and roles, the difficulties of economic and political empowerment of half of humanity, gender violence. The classroom, if it is inclusive, is a privileged scenario to deal with these realities, as to cause significant changes for a more just, equitable and supportive world.<\/p>\n

I thank the author for the reflections she has provoked in me and the strong content of authorial and methodological work in the article, which has been very interesting to approach it from the perspective of the inclusive classrooms, contributing a bit more strongly to the gender perspective.<\/a><\/p>\n

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

\u00a0<\/em><\/strong><\/p>\n

Comentario de Carmen Colazo<\/strong><\/span><\/h2>\n

Argentina\/Paraguay<\/strong><\/p>\n

Como bien lo manifiesta la autora, en las sociedades actuales los procesos educativos se despliegan en entornos complejos y diversos. Adem\u00e1s, en contextos globales, que presentan amplia movilidad de seres humanos que se suman a distintas experiencias educativas en diferentes partes del mundo. Un mundo de viajeros y vagabundos, al decir de Zygmunt Bauman (Bauman, 2000) .<\/p>\n

Por ello, existe cada vez mayor conciencia de la diversidad de las personas que inician, transitan y concluyen procesos de ense\u00f1anza aprendizaje a lo largo de sus vidas, las que deben ser incluidas en las aulas, respetando sus diferencias.<\/p>\n

En el aula de educaci\u00f3n de adultos\/as, relevada por la autora, es donde esta diversidad es m\u00e1s palpable, dada la heterogeneidad de personas que participan en ellas. Y es interesante destacar que la mayor\u00eda de las participantes, en Am\u00e9rica Latina y el Caribe, de acuerdo a datos de UNESCO, son mujeres.<\/p>\n

Ahora bien, considero que s\u00ed debemos tener en cuenta el rol de quien coordina dichas aulas de adultos\/as diversos\/as. No me parece un dato menor que sea \u201ceducador\u201d, \u201cgu\u00eda\u201d, \u201ctutor\u201d, \u201cmaestro\u201d, o \u201cfacilitador\u201d (es importante, dentro de la inclusi\u00f3n, tomar en cuenta, tambi\u00e9n, un \u201clenguaje inclusivo\u201d). En primer lugar, porque el lugar desde donde se coloca esta persona no es el mismo. Si es maestro\/a, gu\u00eda, tutor\/a, el rol es de empoderamiento tutelar, de arriba hacia abajo, bancario y direccional; mientras que, si se coloca como facilitador\/a,\u00a0 mediatizador\/a, es alguien que colabora con los\/as participantes en sus procesos, que, como bien dice la autora, deben ser autogestivos.\u00a0 Procesos, por lo tanto, de escucha de voces diversas, donde nadie permite, sino donde se manifiestan libremente experiencias, saberes, conocimientos y pr\u00e1cticas, respetando cada individualidad, identidad, trayecto de vida.\u00a0 De otro modo, el aula no se tornar\u00eda inclusiva, sino que seguir\u00eda el modelo bancario tradicional, donde quien se erija en \u201ceducador\u201d, frente al aula, por m\u00e1s que trate de hacer bien su trabajo, no empoderar\u00eda a quienes son realmente l\u00edderes del proceso, los\/as participantes. Muchos\/as, o en su mayor\u00eda, de ellos\/as,\u00a0 como dij\u00e9ramos, mujeres.<\/p>\n

Considero que la ense\u00f1anza de quienes facilitan procesos de aprendizaje de adultos\/as, para ser efectivos, deben salirse, en primer lugar, de los roles de \u201ceducador\u201d, \u201calumno\u201d, o, de otro modo, se sigue manteniendo, hasta inconscientemente, un sistema vertical y poco participativo.<\/p>\n

Igualmente me parece fundamental, valga la redundancia, \u201cincluir lenguaje inclusivo\u201d, para\u00a0 favorecer procesos de cambio desde el punto de vista de g\u00e9nero, una medida de calidad de la educaci\u00f3n y el desarrollo, en estos procesos. Debemos aprender a decir: maestro\/maestra, facilitador\/facilitadora, mediatizador\/mediatizadora. Es importante porque verbalizamos lo que existe dentro de nuestro pensamiento. Si no lo mencionamos, dif\u00edcil que exista y pueda transmitirse, en este caso, a hombres y mujeres que interact\u00faan en estos procesos mediatizados. Tambi\u00e9n ser\u00eda enriquecedor aprender a nombrar las distintas orientaciones sexuales e identidades de g\u00e9nero, porque dentro de estas aulas hay personas diversas en todos los sentidos, aunque en muchos pa\u00edses o localidades se trate de impedir el ingreso a las aulas a dichas personas, u otras, por prejuicios o exclusiones, cuando quiz\u00e1s necesitan m\u00e1s que nadie recorrer una educaci\u00f3n a lo largo de la vida para lograr oportunidades y resultados igualitarios.<\/p>\n

La propuesta de considerar, dentro de una estrategia compleja, la reflexi\u00f3n cr\u00edtica de Freire junto al desarrollo de otros\/as autores\/as es realmente interesante y profunda por parte de la autora.\u00a0 Es importante relevar que Freire, en sus \u00faltimos a\u00f1os, se hizo una cr\u00edtica a s\u00ed mismo, y a su propuesta educativa liberadora,\u00a0 reconociendo su falta de inclusi\u00f3n de g\u00e9nero dentro de sus textos y metodolog\u00eda, lo que trat\u00f3 de rectificar. Si partimos de las propuestas de Mezirow, desde el aprendizaje transformacional; Vygotsky desde el constructivismo social y autores como Brookfield, Loughran y Mezirow, desde la pr\u00e1ctica reflexiva, tenemos elementos de sobra para incluir el enfoque de g\u00e9nero y la perspectiva de g\u00e9nero en nuestro discurso educativo y pr\u00e1cticas en aulas inclusivas; y es fundamental. Esto es parte de la calidad educativa a la que aspiramos en el siglo XXI. Asimismo, es interesante relevar el aporte de las autoras mujeres que han contribuido a enfocar la educaci\u00f3n desde el g\u00e9nero, como Subirats, Brullet, Bonder, Morgade u otras, en Iberoam\u00e9rica, y que podr\u00edan ser de gran utilidad para incentivar el empoderamiento de las mujeres que concurren a la \u201ceducaci\u00f3n de adultos\/as\u201d.<\/p>\n

Las revistas, el uso de la lectura cr\u00edtica de peri\u00f3dicos o diarios, el trabajo en grupos de discusi\u00f3n, el uso del role play, el estudio de caso, entre otras metodolog\u00edas participativas, no debe olvidar, tampoco la incorporaci\u00f3n de g\u00e9nero para rescatar la historia de las mujeres, sus vidas,\u00a0 experiencias, cuestionar la divisi\u00f3n sexual del trabajo y los roles, las dificultades de empoderamiento econ\u00f3mico y pol\u00edtico de la mitad de la humanidad, las violencias de g\u00e9nero. El aula, si es inclusiva, es un escenario privilegiado para tratar estas realidades, como para provocar cambios significativos para un mundo m\u00e1s justo, equitativo y solidario.<\/p>\n

Agradezco a la autora las reflexiones que me ha suscitado y el fuerte contenido de trabajo autoral y metodol\u00f3gico del art\u00edculo, que ha sido muy interesante para enfocarlo desde la mirada de las aulas inclusivas aportando un poco m\u00e1s fuertemente la mirada de g\u00e9nero.<\/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><\/p>\n

Estos 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 Carmen Colazo comments on the article “Building the capacity of adult educators to create inclusive classrooms\u201d Argentina\/Paraguay As the author clearly states, in today’s societies, educational processes display in complex and diverse environments.<\/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\/412"}],"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=412"}],"version-history":[{"count":1,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/412\/revisions"}],"predecessor-version":[{"id":413,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/412\/revisions\/413"}],"wp:attachment":[{"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=412"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=412"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=412"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}