{"id":460,"date":"2018-03-29T08:00:54","date_gmt":"2018-03-29T08:00:54","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=460"},"modified":"2018-03-29T08:46:02","modified_gmt":"2018-03-29T08:46:02","slug":"comment-by-jorge-camors","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=460","title":{"rendered":"Comment by Jorge Camors"},"content":{"rendered":"

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

Comment by Jorge Camors <\/span><\/h2>\n

UNESCO ALE Chair Coordinator,\u00a0Uruguay,\u00a0Assistant Professor – Institute of Education, University of the Republic (UdelaR)<\/strong><\/p>\n

Inclusion and diversity are two sides of the same coin. Inclusion can only be successful if we recognize our differences – our diversity – and use them constructively. <\/em>\u00a0<\/strong><\/p>\n

How can we prevent social exclusion and allow everyone to participate in society? <\/strong><\/p>\n

First of all, I would like to point out that I think it is more convenient to speak of “social fragmentation”, because it shows a society that is shaped in “parts”, in “classes” that are increasingly different and separated from each other, where surely one of the parts shows, at times, indifference for the others, and in other cases it generates “exclusion”, in whole or in part, to the different spaces, services and goods of society. We live in societies formed by social classes, with different and even antagonistic interests, from which they build differentiated and even confronted “underworlds”. Societies with internal and external conflicts.<\/p>\n

Therefore, the way to “prevent” social exclusion should be to recognize the existing “fragments” and work on each one of them, recognizing the different and confronted interests and projects, in order to work in becoming aware of each other’s situation and looking for the common points of the different sectors, and work on the conflicts, the only way to transform diversity into greater unity, recognizing the singularities.<\/p>\n

Education can not “prevent social exclusion” but we can contribute to make education more inclusive and can promote and train for social participation. It will not be easy, it takes time and it will surely entail different risks.<\/p>\n

How can adult education contribute? <\/strong><\/p>\n

Adult learning and education (ALE) can do a lot.<\/p>\n

In the first place, it must consolidate with its own identity within education, in particular, and within society, in general, as the way to introduce rationality, information, knowledge and capacity for dialogue and communication, in a context of fragmentation and conflicts. There are many people who work as youth and adult educators, but they identify themselves more with the subject they work on (human rights, environment, job training and employment, health, housing and communities, agricultural producers, active workers). They do not identify themselves with the educational function, although they practice it.<\/p>\n

Secondly, it can provide knowledge for the greater and better understanding of young and adult people, of their singularities, so that each one can find a space for listening and attention, where they can re-think their “place” in their micro space and from there, project themselves to society; that is, to think about themselves, to be able to think themselves in society. Becoming aware and taking on a thoughtful and active role is a current goal in ALE. It is possible to contribute to education for citizenship, participation and solidarity.<\/p>\n

Thirdly, it can contribute to young and adult people, with children and adolescents in their family and community environment, to understand and accompany their educational processes, in school and outside of school, in life. The adult world must relearn its place and its relationship with the new place of childhood and adolescences in today’s world.<\/p>\n

What approaches, curricula and learning institutions are necessary to create an inclusive (adult) education system? <\/strong><\/p>\n

The first thing to promote and achieve is a specific institutionality for young and adult education in the Educational System of each country. This is not easy because the idea that education is only at school and only for children and adolescents is too developed. Therefore, the first challenge is to have a recognized “place” in public education and from there develop all the necessary links and articulations.<\/p>\n

The capacities for knowledge, understanding, communication and negotiation, all of them necessary skills for life, should be promoted by young and adult education, where everyone should be a participant and society and life should be the educational space.<\/p>\n

In short, a lot should be done “outside” the school, so that it would become more inclusive.<\/p>\n

A specific institution for ALE needs to be complemented with the training of education professionals who can develop policies, programs and projects. Professionals trained for the new educational practices that are required here and now.<\/p>\n

And what does “inclusive” education really mean? <\/strong><\/p>\n

I prefer to speak of “education” rather than “teaching”, because the concern must remain to achieve diverse, harmonious, comprehensive and integrated educational proposals, that recognize, promote and favor the access and participation of all people, throughout life, with learnings that contribute to educational processes that are useful individually and socially, and productive, in order to create a better quality of life for all.<\/p>\n

Inclusive education is a challenge for education professionals, but this goal can be achieved when society also becomes inclusive. It is both a pedagogical and political challenge.<\/a><\/p>\n

________________________________________________________________________________________<\/p>\n

 <\/p>\n

<\/p>\n

 <\/p>\n

Comentario de\u00a0Jorge Camors<\/span><\/h2>\n

Coordinador C\u00e1tedra EPJA de UNESCO (en formaci\u00f3n),\u00a0Profesor Adjunto \u2013 Instituto de Educaci\u00f3n,\u00a0 Universidad de la Rep\u00fablica Uruguay\u00a0<\/strong><\/p>\n

La inclusi\u00f3n y la diversidad son dos caras de la misma moneda. La inclusi\u00f3n solo puede tener \u00e9xito si reconocemos nuestras diferencias – nuestra diversidad – y las usamos de forma constructiva. <\/em><\/p>\n

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

\u00bfC\u00f3mo podemos prevenir la exclusi\u00f3n social y permitir que todas las personas participen en la sociedad? <\/strong><\/p>\n

En primer lugar deseo se\u00f1alar que me parece m\u00e1s conveniente hablar de \u201cfragmentaci\u00f3n social\u201d, porque muestra una sociedad que se va conformando en \u201cpartes\u201d, en \u201cestamentos\u201d cada vez m\u00e1s diferentes y separados entre s\u00ed, donde seguramente alguna de las partes, manifiesta indiferencia a veces por las otras, y en otros casos genera \u201cexclusi\u00f3n\u201d, en forma total o parcial, a los diferentes espacios, servicios y bienes de la sociedad. Vivimos en sociedades conformadas por clases sociales, que tienen intereses diferentes y hasta antag\u00f3nicos, a partir de los cuales van construyendo \u201csubmundos\u201d diferenciados y hasta enfrentados. Sociedades con conflictos internos y externos.<\/p>\n

Por lo tanto, la forma de \u201cprevenir\u201d la exclusi\u00f3n social deber\u00eda pasar reconocer los \u201cfragmentos\u201d existentes y trabajar en cada uno de ellos, reconociendo los intereses y proyectos diferentes y enfrentados, para trabajar en tomar conciencia de la situaci\u00f3n de cada y buscar los puntos en com\u00fan de los diferentes sectores y trabajar sobre los conflictos, \u00fanico camino para transformar la diversidad en mayor unidad, reconociendo las singularidades.<\/p>\n

La educaci\u00f3n no puede \u201cprevenir la exclusi\u00f3n social\u201d pero se puede contribuir a que la educaci\u00f3n sea m\u00e1s inclusiva y se puede promover y formar para la participaci\u00f3n social. No ser\u00e1 f\u00e1cil, requiere tiempo y seguramente conllevar\u00e1 diferentes riesgos.<\/p>\n

\u00bfQu\u00e9 contribuci\u00f3n puede hacer la educaci\u00f3n de personas adultas? <\/strong><\/p>\n

La educaci\u00f3n de personas j\u00f3venes y adultas (EPJA) puede hacer mucho.<\/p>\n

En primer lugar debe consolidarse con una identidad propia en la educaci\u00f3n en particular, y en la sociedad en general, como el camino para introducir racionalidad, informaci\u00f3n, conocimientos y capacidad de di\u00e1logo y comunicaci\u00f3n, en un contexto de fragmentaci\u00f3n y conflictos. Hay muchas personas que trabajan como educadores de personas j\u00f3venes y adultas pero se identifican m\u00e1s con la tem\u00e1tica que trabajan (derechos humanos, medio ambiente, capacitaci\u00f3n laboral y empleo, salud, vivienda y comunidades, productores agropecuarios, trabajadores en actividad). No se identifican con la funci\u00f3n educativa, si bien la practican.<\/p>\n

En segundo lugar puede aportar conocimientos para la mayor y mejor comprensi\u00f3n de las personas j\u00f3venes y adultas, de sus singularidades, a los efectos de que cada uno pueda encontrar un espacio de escucha y atenci\u00f3n, donde poder re\/pensar su \u201clugar\u201d en su micro espacio y desde all\u00ed, proyectarse a la sociedad; es decir, pensar en s\u00ed mismo, para poder pensarse en sociedad. Tomar conciencia y asumir un rol reflexivo y activo es una meta vigente en la EPJA. Se puede contribuir en la educaci\u00f3n para la ciudadan\u00eda, la participaci\u00f3n y la solidaridad.<\/p>\n

En tercer lugar puede aportar a las personas j\u00f3venes y adultas, con ni\u00f1os, ni\u00f1as y adolescentes en su entorno familiar y comunitario, para poder comprender y acompa\u00f1ar sus procesos educativos, en la escuela y fuera de la escuela, en la vida. El mundo adulto debe reaprender su lugar y su relaci\u00f3n, con el nuevo lugar de la infancia y las adolescencias en el mundo actual.<\/p>\n

\u00bfQu\u00e9 enfoques, programas e instituciones de aprendizaje son necesarios para crear un sistema educativo (de personas adultas) inclusivo? <\/strong><\/p>\n

Lo primero a promover y lograr es una institucionalidad espec\u00edfica para la educaci\u00f3n de personas j\u00f3venes y adultas en el Sistema Educativo de cada pa\u00eds. Esto no es sencillo porque se encuentra muy desarrollada la idea de que la educaci\u00f3n es solamente escolar y solamente para ni\u00f1os, ni\u00f1as y adolescentes. Por lo tanto, el primer desaf\u00edo es tener un \u201clugar\u201d reconocido en la educaci\u00f3n p\u00fablica y desde all\u00ed desarrollar todos los v\u00ednculos y articulaciones necesarias.<\/p>\n

Las capacidades para el conocimiento, la comprensi\u00f3n, la comunicaci\u00f3n y la negociaci\u00f3n, todas ellas habilidades necesarias para la vida, deber\u00edan ser promovidas por la educaci\u00f3n de personas j\u00f3venes y adultas, donde los participantes deber\u00edan ser todas y todos y el espacio educativo, la sociedad y la vida.<\/p>\n

En s\u00edntesis, habr\u00eda que hacer mucho \u201cfuera\u201d de la escuela, para que \u00e9sta se fuera construyendo m\u00e1s inclusiva.<\/p>\n

Una institucionalidad espec\u00edfica para la EPJA requiere ser complementada con la formaci\u00f3n de profesionales de la educaci\u00f3n que puedan desarrollar pol\u00edticas, programas y proyectos. Profesionales formados para las nuevas pr\u00e1cticas educativas que se requieren aqu\u00ed y ahora.<\/p>\n

\u00bfY qu\u00e9 significa realmente la ense\u00f1anza “inclusiva”? <\/strong><\/p>\n

Prefiero hablar de \u201ceducaci\u00f3n\u201d que de \u201cense\u00f1anza\u201d, porque la preocupaci\u00f3n debe seguir siendo, lograr propuestas educativas diversas, arm\u00f3nicas, integrales e integradas, que reconozcan, promuevan y favorezcan, el acceso y la participaci\u00f3n de todas las personas, a lo largo de la vida, con aprendizajes que contribuyan a procesos educativos \u00fatiles individual y socialmente, y productivos, para poder crear una mejor calidad de vida para todas y todos.<\/p>\n

La educaci\u00f3n inclusiva es un desaf\u00edo para los profesionales de la educaci\u00f3n pero este logro podr\u00e1 ser alcanzado cuando la sociedad respectiva, sea tambi\u00e9n inclusiva. Es un desaf\u00edo pedag\u00f3gico y pol\u00edtico, a la vez.<\/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

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

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Para el texto en castellano apriete aqu\u00ed Comment by Jorge Camors UNESCO ALE Chair Coordinator,\u00a0Uruguay,\u00a0Assistant Professor – Institute of Education, University of the Republic (UdelaR) Inclusion and diversity are two sides of the same coin. Inclusion can only be successful<\/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\/460"}],"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=460"}],"version-history":[{"count":1,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/460\/revisions"}],"predecessor-version":[{"id":461,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/460\/revisions\/461"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=460"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=460"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=460"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}