{"id":196,"date":"2017-04-07T19:10:03","date_gmt":"2017-04-07T19:10:03","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=196"},"modified":"2017-04-08T05:13:31","modified_gmt":"2017-04-08T05:13:31","slug":"comment-by-jorge-osoria","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=196","title":{"rendered":"Comment by Jorge Osoria"},"content":{"rendered":"

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Comment by Jorge Osoria<\/strong><\/h3>\n

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(English, Espa\u00f1ol)<\/p>\n

Chilean educator, former Secretary General and President of CEAAL. Professor of Educational Projects, Education for Citizenship and Research – Action at the University of Valparaiso (Chile) and CREFAL (Mexico)<\/strong><\/p>\n

Towards a pedagogy of social movements from the capacity building approach\u201d<\/strong><\/h3>\n

Our friend and colleague Alessio presents an inspiring article about how anti-globalization social networks and movements are developing a critical education oriented to build capacities for new ways of life. Although Alessio elaborates his text based on the experience of the World Social Forum, what we live in Latin America through practices and programs of youth and adults’ popular education within the framework of social movements in the last decade confirms that we are facing an important “pedagogy of capacity building”. The paradigm of “lifelong learning” shows that new areas of educational socialization are being as relevant as the school itself. Social networks, community experiences, citizen movements, fair trade and sustainable consumption groups, eco-political organizations, student movements, “waves” (like in Spain) to demand the restoration of the rights of groups working against all forms of discrimination (gender, ethnicity, linguistic, age, or according to the place of residence or national origin (migrants, refugees)) are forming a large field of educational work.
\nIt is important to point out that this educational work is carried out according to different methods including, preferably, non-school forms. However, the systematic nature of its proposals and programs, its theoretical and epistemic proposals, its methodological innovations, the training procedures of their “basic educators”, the research-action that is produced in harmony with university and academic scope projects and its ability to influence education policies in the countries are shaping a powerful educational-cultural movement that concretizes the utopia of “lifelong learning” in the life of communities and groups, especially those whose social and political rights are most vulnerable and “precarious” (that is, they are exposed to conditions of vulnerability and precariousness in their living conditions) as a result of the prevailing neoliberal economic policies.
\nWe can summarize the orientation of this movement of re-foundation of youth and adult education placed in social movements through the following constituent axes:
\n– Promoting the knowledge of the history of communities which rights have been violated and their territories, their natural and cultural resources and heritage, recovering the historical memory of their struggles for emancipation and building capacities to write and communicate them
\n– Promoting communities to identify with collaborative ways of living and educating: a pedagogy of the pro-common – recognizing other communities, establishing alliances<\/p>\n

– Promoting an education focused on the life of the individuals and the development of their capacities to read one’s own world and that of others, favoring a de-colonial and critical reading of the effects of “control” and domination of neoliberal globalization<\/p>\n

– Building capacities for the active participation of the communities in the generation of democratic forms of local and national government through social movements that work in network, that practice a culture of horizontal and distributed leadership and of rejection to all form of discrimination<\/p>\n

– Creating citizen leaderships capable of bringing together diverse groups respecting their diversity of gender, ethnicity, cultural and residential background and with particular respect for minorities and groups affected by armed conflicts, natural disasters, climate change and gender violence.<\/p>\n

– Expanding, under neo-school forms (public-community schools run from social movements) and community forms (programs of popular education, citizenship education, non-sexist education, eco-political education), the educational projects to emerging issues having an impact on everyday life, labor and citizenship of people, such as digital and technological literacy, through programs that generate an effective social distribution of knowledge and access to the common goods generated by scientific knowledge (“citizen science for effective advocacy action in public policies from the communities”)<\/p>\n

Thank you Alessio for your contribution.<\/p>\n

\nComentario de Jorge Osorio \u201cHacia una pedagog\u00eda de los movimientos sociales desde el enfoque de creaci\u00f3n de capacidades\u201d<\/h3>\n

Educador chileno, ex Secretario General y Presidente del CEAAL. Profesor de Proyectos Educativos, Educaci\u00f3n para la Ciudadan\u00eda e Investigaci\u00f3n- Acci\u00f3n en Universidad de Valpara\u00edso (Chile) y CREFAL (M\u00e9xico)<\/h3>\n

Nuestro amigo y colega Alessio nos ofrece un inspirador art\u00edculo acerca de c\u00f3mo los movimientos y redes sociales altermundistas est\u00e1n desarrollando una educaci\u00f3n cr\u00edtica orientada a crear capacidades para nuevas formas de vida. Si bien Alessio desarrolla su texto a partir de la experiencia del Foro Social Mundial, la experiencia que vivimos en Am\u00e9rica Latina a trav\u00e9s de pr\u00e1cticas y programas de educaci\u00f3n popular de j\u00f3venes y adultos en el marco de los movimientos sociales de esta \u00faltima d\u00e9cada confirma que estamos ante una importante \u201cpedagog\u00eda de creaci\u00f3n de capacidades\u201d. Si nos situamos en el paradigma del \u201caprendizaje a lo largo de toda la vida\u201d nuevos \u00e1mbitos de socializaci\u00f3n educativa est\u00e1 siendo tan relevante como la escuela misma. Redes sociales, experiencias comunitarias, movimientos ciudadanos, agrupaciones de comercio justo y consumo sustentable, organizaciones eco-pol\u00edticas, movimientos estudiantiles, \u201cmareas\u201d (como en Espa\u00f1a) de reivindicaci\u00f3n de los derechos de los colectivos que trabajan contra toda forma de discriminaci\u00f3n (de g\u00e9nero, de etnia, ling\u00fc\u00edstica, etaria o por el lugar de residencia o de origen nacional (migrantes, refugiados) est\u00e1n configurando un gran \u00e1mbito de trabajo educativo.
\nEs relevante se\u00f1alar que este trabajo educativo se realiza bajo diversas modalidades, que incluyen preferentemente formas no-escolares , sin embargo : la sistematicidad de sus propuestas y programas, sus propuesta te\u00f3ricas y epist\u00e9micas, sus innovaciones metodol\u00f3gicas, los procedimientos de formaci\u00f3n de sus \u201ceducadores-as de base\u201d, la investigaci\u00f3n-acci\u00f3n que se produce en sinton\u00eda con proyectos universitarios y de alcance acad\u00e9mico y su capacidad de incidir en las pol\u00edticas de educaci\u00f3n en los pa\u00edses est\u00e1n configurando un potente movimiento educativo-cultural que concreta la utop\u00eda del \u201caprendizaje durante toda la vida\u201d en la vida de las comunidades y de los colectivos , en especial de los m\u00e1s vulnerados en sus derechos sociales y pol\u00edticos y \u201cprecarizados\u201d ( es decir, llevados a condiciones de vulnerabilidad y precariedad en sus condiciones de vida) por efecto de las pol\u00edticas econ\u00f3micas neoliberales predominantes.
\nPodemos resumir la orientaci\u00f3n de este movimiento refundacional de la educaci\u00f3n de j\u00f3venes y adultos situada en los movimientos sociales a trav\u00e9s de los siguientes ejes constituyentes:
\n– Promoviendo el conocimiento de la historia de las comunidades vulneradas y de sus territorios, sus recursos y patrimonio natural y cultural, recuperando la memoria hist\u00f3rica de sus luchas de emancipaci\u00f3n y creando capacidades para escribirlas y comunicarlas
\n– Promoviendo que las comunidades se identifiquen con formas colaborativas de vivir y educarse: una pedagog\u00eda de lo pro-com\u00fan – reconocer otras comunidades, establecer alianza<\/p>\n

– Promoviendo una educaci\u00f3n centrada en la vida de los sujetos y en el desarrollo de sus capacidades para \u201cleer el mundo propio y ajeno\u201d, propiciando una lectura de-colonial y cr\u00edtica de los efectos de \u201ccontrol\u201d y dominaci\u00f3n de la globalizaci\u00f3n neoliberal<\/p>\n

\u2013 Creando capacidades para la participaci\u00f3n activa de las comunidades en la generaci\u00f3n de formas democr\u00e1ticas de gobierno local y nacional a trav\u00e9s de movimientos sociales que trabajen en red, que practiquen una cultura de liderazgo horizontal y distribuido y de rechazo a toda forma de discriminaci\u00f3n<\/p>\n

– Formando liderazgos ciudadanos capaces de convocar a diversos colectivos respetando sus diversidades de g\u00e9nero, \u00e9tnica, procedencia cultural y residencial y con un particular respeto a las minor\u00edas y a los grupos que son afectados por causa de los conflictos armados, las cat\u00e1strofes naturales, los efectos del cambio clim\u00e1tico y las violencias de g\u00e9nero.<\/p>\n

– Ampliando bajo formas neo-escolares (escuelas p\u00fablicas-comunitarias gestionadadas desde movimientos sociales) y comunitarias ( programas de educaci\u00f3n popular, educaci\u00f3n ciudadana, educaci\u00f3n no sexista, educaci\u00f3n eco-pol\u00edtica ) los proyectos educativos a tem\u00e1ticas emergentes y de impacto en la vida cotidiana, laboral y ciudadana de las personas, como son la alfabetizaci\u00f3n digital y tecnol\u00f3gica, a trav\u00e9s de programas que generen una distribuci\u00f3n social efectiva del saber y el acceso a los bienes comunes que genera el conocimiento cient\u00edfico (\u201cciencia ciudadana para una acci\u00f3n efectiva de incidencia en las pol\u00edticas p\u00fablicas desde las comunidades\u201d )<\/p>\n

Gracias Alessio por tu contribuci\u00f3n.<\/p>\n

_______________________________________________<\/p>\n

These are the links to the AED 83\/2016 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

Para espa\u00f1ol favor usar\u00a0google translator\u00a0<\/a>en los casos en que el art\u00edculo no est\u00e1 traducido al espa\u00f1ol<\/em><\/strong>
\nVeuillez utiliser\u00a0google translator<\/a>\u00a0pour traduire les articles qui ne sont pas en fran\u00e7ais<\/em><\/strong><\/p>\n

 <\/p>\n

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Comment by Jorge Osoria   (English, Espa\u00f1ol) Chilean educator, former Secretary General and President of CEAAL. Professor of Educational Projects, Education for Citizenship and Research – Action at the University of Valparaiso (Chile) and CREFAL (Mexico) Towards a pedagogy of<\/p>\n","protected":false},"author":1,"featured_media":197,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[2],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/196"}],"collection":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=196"}],"version-history":[{"count":1,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/196\/revisions"}],"predecessor-version":[{"id":198,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/196\/revisions\/198"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/media\/197"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=196"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=196"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=196"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}