{"id":441,"date":"2018-03-26T10:00:07","date_gmt":"2018-03-26T10:00:07","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=441"},"modified":"2018-03-20T11:09:46","modified_gmt":"2018-03-20T11:09:46","slug":"comment-by-carmen-campero-cuenca","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=441","title":{"rendered":"Comment by Carmen Campero Cuenca"},"content":{"rendered":"

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

Carmen Campero Cuenca comment on the article “Building diversity in staff: Migrants as professionals in Austrian adult education”<\/span><\/h2>\n

UPN from Mexico, EPJA, CLADE and Vice President ICAE <\/strong><\/p>\n

Social diversity is everywhere and is expressed in age, sex, ethnic origin, language, cultural expressions, occupation, place of origin, studies, sexual choice, etc. This diversity, as pointed out by Annette Sprung, poses challenges such as social inclusion and, at the same time, holds great potential for enrichment between people and groups. And it is in relation to these two dimensions that adult learning and education (ALE) has an important role; on the one hand, to favor educational inclusion as one of the means for social inclusion, particularly of groups that have had less conditions to exercise their human rights. And on the other hand, to promote interculturality in socio-educational processes, that is, attitudes of respect, interest, appreciation, promotion and exchange among the different cultures that exist in the world, regions, countries, localities, communities, neighborhoods and institutions (Schmelkes, 2005); in this way, it contributes both to social cohesion and to enhancing the capacities of individuals and groups.<\/p>\n

Although there are many aspects that can be highlighted in this article, the analysis made by the author about the inclusion of migrants as professional educators of adult education in Austria made me think of two current challenges in my country: Mexico. The first consists of promoting policies and programs aimed at the professionalization of educators of young people and adults, who consider early education and ongoing training with approaches according to the context, age, needs and interests of the differentiated sectors; and, on the other hand, that they guarantee employment conditions and define paths for their professional development (CLADE, 2017). The inclusion of these educators as part of the groups of education professionals is a demand of several networks in the Region such as the ICAE, CLADE and CEAAL. This challenge is shared with many countries of the world as expressed in the Suwon Statement (UNESCO, 2017).<\/p>\n

The second challenge is greater educational inclusion of the indigenous population. Social diversity is interwoven with power relations: there are groups that are seen, others that are barely seen, and some others that are not looked at; they are differently valuated. Due to the pressure and interest of many committed actors, in recent years there has been greater recognition of the differences; in particular, ethnic diversity is a little more considered in various educational projects. An example of ALE is the Intercultural and Bilingual Model that includes materials for literacy in 63 ethnic languages, corresponding to 108 of the 364 linguistic variants of the country; the modules are in indigenous language, Spanish being learned as a second language. Literacy teachers are indigenous, speakers of the language of the persons that are learning, and they read and write both their mother language and Spanish. Although they receive early education and ongoing training, it is insufficient, so the German Association for Adult Education (DVV, for its acronym in German) in cooperation with the Chiapaneco State Institute for Youth and Adult Education (IECHEJA, for its acronym in Spanish), developed the \u201cPedagogical Tools to Improve the Educational Practice in the Implementation of the Intercultural and Bilingual Model\u201d Educational Model, a methodological proposal that implicitly and explicitly promotes the training of subjects of rights by favoring in the participants the reflection on their active role in the educational process, the importance of knowing and asserting their rights, of valuing their knowledge and their cultural manifestations and with that, making aware the experience of their rights by promoting their appropriation.<\/p>\n

I would like to finish with Annette’s invitation to reflect on our concepts, educational practices and daily attitudes from the perspective of diversity and social inclusion, so that all of us together, we can contribute from our different spaces, to continue building a society that is based on human dignity and social justice.<\/p>\n

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

\u00a0<\/em><\/strong>Latin American Campaign for the Right to Education (CLADE) (2017). Llamado a la Acci\u00f3n por el Derecho a la Educaci\u00f3n de Personas J\u00f3venes y Adultas<\/em>: Hacia la Revisi\u00f3n de Medio T\u00e9rmino de CONFINTEA VI. [Call to Action for the Right to Education of Young People and Adults<\/em>:
\nTowards the Mid-Term Review of CONFINTEA VI].\u00a0 Lima, Peru, 17 August, 2017<\/p>\n

D\u00edaz Campos, Carlos (2017). Sistematizaci\u00f3n del Modelo Educativo Herramientas Pedag\u00f3gicas para Mejorar la Pr\u00e1ctica Educativa en la Implementaci\u00f3n del Modelo Intercultural y Biling\u00fce<\/em>. [Systematization of the Pedagogical Tools to Improve the Educational Practice in the Implementation of the Intercultural and Bilingual Model Educational Model<\/em>.]\u00a0 Mexico: DVV, INEA, ICHEJA.<\/p>\n

Schmelkes, Sylvia (2005). La interculturalidad en la educaci\u00f3n b\u00e1sica<\/em>. [Interculturality in basic education<\/em>.] Conference presented at the International Meeting on Early Childhood Education: Curriculum and Competences, organized by Santillana Publishing House and hold in Mexico City, on 21 and 22 January. Pages 5 and 6.<\/p>\n

UNESCO-UIL (2018). Declaraci\u00f3n de Suwon-Osan sobre la Revisi\u00f3n de Medio T\u00e9rmino de la CONFINTEA VI.<\/em> El Poder del Aprendizaje y la Educaci\u00f3n de Adultos: una Visi\u00f3n hacia el 2030. [Suwon-Osan Statement on the Mid-Term Review of CONFINTEA VI. <\/em>The Power of Adult Learning and Education: a Vision Towards 2030]. Suwon-Osan, 25 to 27 October, 2017.<\/p>\n

_________________________________________________________________________________<\/p>\n

 <\/p>\n

<\/p>\n

Comentario de Carmen Campero Cuenca<\/strong><\/span><\/h2>\n

UPN de M\u00e9xico, Red EPJA, CLADE e ICAE<\/strong><\/p>\n

La diversidad social est\u00e1 en todas partes y se expresa en la edad, sexo, origen \u00e9tnico, lengua, expresiones culturales, ocupaci\u00f3n, lugar de origen, estudios con los que se cuenta, opci\u00f3n sexual, etc. Esta diversidad, como lo se\u00f1ala Annette Sprung, plantea desaf\u00edos como la inclusi\u00f3n social y, a la vez, encierra grandes potencialidades para el enriquecimiento entre las personas y los grupos. Y es con relaci\u00f3n a esas dos dimensiones, que la educaci\u00f3n de personas j\u00f3venes y adultas (EPJA) tiene un papel importante; por una parte, para favorecer la inclusi\u00f3n educativa como uno de los medios para la inclusi\u00f3n social, particularmente de los grupos que han tenido menos condiciones para ejercer sus derechos humanos. Y por otra, para promover en los procesos socioeducativos la interculturalidad, es decir, actitudes de respeto, inter\u00e9s, valoraci\u00f3n, promoci\u00f3n e intercambio entre las diversas culturas que existen en el mundo, regiones, pa\u00edses, localidades, comunidades, barrios e instituciones (Schmelkes, 2005); de esta manera, se coadyuva tanto a la cohesi\u00f3n social como a potenciar las capacidades de las personas y grupos.<\/p>\n

Si bien son muchos los aspectos que se pueden destacar del art\u00edculo que nos ocupa, el an\u00e1lisis que nos aporta su autora sobre la inclusi\u00f3n de personas migrantes como educadores profesionales de la educaci\u00f3n de adultos en Austria, me hizo pensar en dos desaf\u00edos que existen en mi pa\u00eds, M\u00e9xico. El primero consiste en impulsar pol\u00edticas y programas que se orienten a la profesionalizaci\u00f3n de los educadores y educadoras de personas j\u00f3venes y adultas, que consideren la formaci\u00f3n inicial y continua con enfoques acordes al contexto, edad, necesidades e intereses propios de los sectores diferenciados a los que se atiende; y, por otra parte, que garanticen condiciones de empleo y definan trayectorias para su desarrollo profesional (CLADE, 2017). La inclusi\u00f3n de estos educadores como parte de los grupos de profesionales de la educaci\u00f3n es una demanda de varias redes de la Regi\u00f3n como son el ICAE, la CLADE y el CEAAL. Este reto es compartido con muchos pa\u00edses del mundo como se expresa en la Declaraci\u00f3n de Suwon (UNESCO, 2017).<\/p>\n

Una mayor inclusi\u00f3n educativa de la poblaci\u00f3n ind\u00edgena es el segundo desaf\u00edo. La diversidad social est\u00e1 entretejida con relaciones de poder: hay grupos que se ven, otros se ven poco y, a unos m\u00e1s no se les mira; existe una valoraci\u00f3n diferenciada de \u00e9stos. Por la presi\u00f3n y el inter\u00e9s de muchos actores comprometidos, en los \u00faltimos a\u00f1os existe un mayor reconocimiento de las diferencias; en particular, la diversidad \u00e9tnica cuenta con un poco m\u00e1s de consideraci\u00f3n en varios proyectos educativos. Un ejemplo de EPJA es el Modelo Intercultural y Biling\u00fce (MIB) que incluye materiales para la alfabetizaci\u00f3n en 63 etnias lengua, que corresponden a 108 de las 364 variantes ling\u00fc\u00edsticas del pa\u00eds; los m\u00f3dulos son en lengua ind\u00edgena, el espa\u00f1ol se aprende como una segunda lengua. Las y los alfabetizadores son ind\u00edgenas, hablantes de la lengua de las personas que aprenden, y leen y escriben su lengua materna y el espa\u00f1ol. Si bien reciben formaci\u00f3n inicial y continua est\u00e1 resulta insuficiente, por lo que la Asociaci\u00f3n Alemana para la Educaci\u00f3n de los Adultos (DVV, por sus siglas en alem\u00e1n) en cooperaci\u00f3n con el Instituto Estatal Chiapaneco de Educaci\u00f3n de J\u00f3venes y Adultos (IECHEJA), desarroll\u00f3 el Modelo Educativo \u201cHerramientas Pedag\u00f3gicas para Mejorar la Practica Educativa en la Implementaci\u00f3n del MIB\u201d propuesta metodol\u00f3gica que promueve de manera impl\u00edcita y expl\u00edcita la formaci\u00f3n de sujetos de derechos al favorecer en las y los participantes la reflexi\u00f3n sobre su papel activo en el proceso educativo, la importancia de conocer y hacer valer sus derechos, de valorar sus saberes y sus manifestaciones culturales y con ello hacer conciencia de la vivencia de sus derechos, promoviendo la apropiaci\u00f3n de los mismos.<\/p>\n

Quiero cerrar mi comentario con la invitaci\u00f3n que nos hace Annette a reflexionar nuestros conceptos, pr\u00e1cticas educativas y actitudes cotidianas desde la mirada de la diversidad y la inclusi\u00f3n social para qu\u00e9 entre todos y todas, contribuyamos desde nuestros diferentes espacios, a seguir construyendo una sociedad que se fundamente en la dignidad humana y la justicia social.<\/p>\n

Bibliograf\u00eda <\/em><\/strong><\/p>\n

Campa\u00f1a Latinoamericana por el Derecho a la Educaci\u00f3n (CLADE) (2017). Llamado a la Acci\u00f3n por el Derecho a la Educaci\u00f3n de Personas J\u00f3venes y Adultas<\/em>: Hacia la Revisi\u00f3n de Medio T\u00e9rmino de CONFINTEA VI.\u00a0 Lima, Per\u00fa, 17 de agosto de 2017<\/p>\n

D\u00edaz Campos, Carlos (2017). Sistematizaci\u00f3n del Modelo Educativo Herramientas Pedag\u00f3gicas para Mejorar la Pr\u00e1ctica Educativa en la Implementaci\u00f3n del Modelo Intercultural y Biling\u00fce<\/em>.\u00a0 M\u00e9xico: DVV, INEA, ICHEJA.<\/p>\n

Schmelkes, Sylvia (2005). La interculturalidad en la educaci\u00f3n b\u00e1sica<\/em>. Conferencia presentada en el Encuentro Internacional de Educaci\u00f3n Preescolar: Curr\u00edculum y Competencias, organizado por Editorial Santillana y celebrado en la Ciudad de M\u00e9xico, los d\u00edas 21 y 22 de enero. Pp. 5 y 6.<\/p>\n

UNESCO-UIL (2018). Declaraci\u00f3n de Suwon-Osan sobre la Revisi\u00f3n de Medio T\u00e9rmino de la CONFINTEA VI.<\/em> El Poder del Aprendizaje y la Educaci\u00f3n de Adultos: una Visi\u00f3n hacia el 2030. Suwon-Osan, 25 al 27 de octubre del 2017.<\/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 Campero Cuenca comment on the article “Building diversity in staff: Migrants as professionals in Austrian adult education” UPN from Mexico, EPJA, CLADE and Vice President ICAE Social diversity is everywhere and is<\/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,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[6],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/441"}],"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\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=441"}],"version-history":[{"count":1,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/441\/revisions"}],"predecessor-version":[{"id":442,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/441\/revisions\/442"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=441"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=441"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=441"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}