{"id":598,"date":"2019-03-07T08:51:42","date_gmt":"2019-03-07T08:51:42","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=598"},"modified":"2019-03-06T16:13:33","modified_gmt":"2019-03-06T16:13:33","slug":"comment-by-carmen-campero-cuenca-2","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=598","title":{"rendered":"Comment by Carmen Campero Cuenca"},"content":{"rendered":"\n

Carmen Campero Cuenca comments on the article<\/strong> \u201cThe keys to a peaceful and prosperous Africa\u201d<\/strong><\/a><\/p>\n\n\n\n

Espa\u00f1ol abajo<\/strong><\/p>\n\n\n\n

Carmen Campero Cuenca<\/em><\/strong>,\u00a0<\/em>Mexik<\/em><\/strong>o, ICAE Vice -President LAC,<\/strong><\/em>National Pedagogical University, Youth and Adult Education Network, EPJA,\u00a0<\/em>Latin American Campaign for the Right to Education (CLADE)<\/em><\/strong><\/a><\/strong><\/p>\n\n\n\n

I share the views of Samuel Asnake, who expresses the challenge of achieving relevant literacy processes that contribute to the personal and social development of the population that has not yet exercised its right to read and write; processes that overcome compensatory and instrumental practices focused on the learning and use of the alphabet, with strategies that prioritize individual work and are aimed at achieving quantitative goals; it is this latter orientation that regrettably prevails even when it has shown its failure.<\/p>\n\n\n\n

To the contributions of the author to advance in the relevance, I want to add the following. The orientation of literacy processes is framed within “education in and for life” to respond to the interests and needs of young people and adults involved, as well as to promote their social inclusion and transformations to move towards a more dignified and just world. Walking in this direction requires:<\/p>\n\n\n\n

a) Recognizing that the participants are different and therefore the programs must be diversified and flexible to enable their adaptation to the particularities of the groups. <\/p>\n\n\n\n

(b) Valuing and recovering in literacy processes their knowledge and experience, which will contribute to the relevance of learning and to the strengthening of their self-esteem; in this regard, it is worth remembering that people who find themselves learning to read and write are often doubly socially stigmatized because they are “ignorant and poor”, even if they are producers of culture and have made great contributions to their families and communities.<\/p>\n\n\n\n

c) Focusing processes on “real life contexts” and their reflection in order to encourage individual and collective decision-making in order to transform aspects of their personal and community life. This point also implies promoting social practices of reading and writing in the learning processes.<\/p>\n\n\n\n

(d) Defining strategies to foster personal and collaborative relations among people in study circles in order to create or strengthen affective bonds that favour support in learning processes, defining changes in the spaces in which they develop on a daily basis, as well as their permanence and educational continuity.<\/p>\n\n\n\n

Achieving relevant literacy practices that really enable adults to exercise their right to education as a “key” right will only be possible if, at the same time, importance is given, on national and international agendas, to the initial and continuing training of literacy educators, through comprehensive and in-depth processes that consider the socio-educational, methodological and affective dimensions of literacy processes as a continuum of education.<\/p>\n\n\n\n

The existence of public policies and programs that address both the training and the improvement of the working conditions of educators in this educational field, including literacy educators, is urgent in order to advance towards their professionalization, which has been considered by many academics around the world, both the “Achilles’ heel” and the “spearhead” for advancing in quality education for young people and adults; moreover, it is a right of their educators.<\/p>\n\n\n\n

\n\n\n\n

Carmen Campero Cuenca comenta sobre el art\u00edculo “<\/strong>Las claves para alcanzar la paz y la prosperidad en \u00c1frica”<\/strong><\/em><\/p>\n\n\n\n

Carmen Campero Cuenca, M\u00e9xico, <\/em>Vicepresidente de ICAE LAC, Universidad Pedag\u00f3gica Nacional, Red de Educaci\u00f3n de Personas J\u00f3venes y Adultas, <\/em><\/strong><\/p>\n\n\n\n

Comentario al art\u00edculo Las claves para alcanzar la paz y la prosperidad en \u00c1frica<\/em>de Samuel Asnake Wollie (Etiop\u00eda), quien es el Coordinador Jefe de Programas Educativos en la Oficina de Enlace de la UNESCO en Addis Abeba.<\/p>\n\n\n\n

Comparto los planteamientos de Samuel Asnake, qui\u00e9n nos expresa el desaf\u00edo de lograr procesos de alfabetizaci\u00f3n relevantes, que contribuyan al desarrollo personal y social de la poblaci\u00f3n que a\u00fan no ha ejercido su derecho a leer y escribir; procesos que superen pr\u00e1cticas compensatorias e instrumentales centradas en el aprendizaje y uso del alfabeto, con estrategias que priorizan el trabajo individual y se encaminan al logro de metas cuantitativas; es esta \u00faltima orientaci\u00f3n la que lamentablemente prevalece a\u00fan cuando ha mostrado su fracaso. <\/p>\n\n\n\n

A las aportaciones del autor para avanzar en la relevancia, quiero sumar las siguientes que de alguna manera est\u00e1n impl\u00edcitas en sus postulados y, contribuyen a la reflexi\u00f3n que nos ocupa.La orientaci\u00f3n de los procesos de alfabetizaci\u00f3n se enmarca en \u201cla educaci\u00f3n en y para la vida\u201d para dar respuesta a los intereses y necesidades de las personas j\u00f3venes y adultas que participan, as\u00ed como para promover su inclusi\u00f3n social y transformaciones para avanzar hacia un mundo m\u00e1s digno y justo. Caminar en ese sentido requiere:<\/p>\n\n\n\n

a) Reconocer que los participantes son diferentes por lo que los programas deben ser diversificados y flexibles para posibilitar su adaptaci\u00f3n a las particularidades de los grupos, sin perder de vista los objetivos que se desean alcanzar.<\/p>\n\n\n\n

b) Valorar y recuperar en los procesos de alfabetizaci\u00f3n, sus saberes y experiencias lo que contribuir\u00e1 a la pertinencia de los aprendizajes, as\u00ed como al fortalecimiento de su autoestima; al respecto vale recordar que las personas que se encuentran alfabetiz\u00e1ndose muchas veces son doblemente estigmatizadas socialmente por ser \u201cignorantes y pobres\u201d, siendo que son productoras de cultura y que han realizado grandes contribuciones a sus familias y comunidades.<\/p>\n\n\n\n

c) Centrar los procesos en situaciones de sus vidas, en\u201ccontextos de vida real\u201d precisa el autor,y en la reflexi\u00f3n de \u00e9stas con la finalidad de favorecer la toma de decisiones, individual y colectiva, para ir transformando aspectos de su vida personal y comunitaria. Este punto implica, adem\u00e1s, promover en los procesos de aprendizaje pr\u00e1cticas sociales de lectura y escritura. <\/p>\n\n\n\n

d) Definir estrategias para favorecer relaciones personales y de colaboraci\u00f3n entre las personas de los c\u00edrculos de estudio, para crear o fortalecer v\u00ednculos afectivos que favorezcan apoyarse en los procesos de aprendizaje, definir cambios en los espacios en que se desenvuelven cotidianamente, as\u00ed como su permanencia y continuidad educativa. <\/p>\n\n\n\n

Lograr pr\u00e1cticas relevantes de alfabetizaci\u00f3n que realmente posibiliten que las personas adultas ejerzan su derecho a la educaci\u00f3n, como derecho \u201cllave\u201d, solo ser\u00e1 posible si paralelamente se da importancia, en las agendas nacionales e internacionales, a la formaci\u00f3n inicial y continua de las alfabetizadoras y alfabetizadores, mediante procesos integrales y a profundidad que consideren las dimensiones socioeducativa, metodol\u00f3gica y afectiva de los procesos de alfabetizaci\u00f3n, como continuo educativo. La existencia de pol\u00edticas p\u00fablicas y programas que atiendan tanto la formaci\u00f3n como el mejoramiento de las condiciones de trabajo de los educadores de este campo educativo, incluyendo a los alfabetizadores, es urgente para avanzar hacia su profesionalizaci\u00f3n, que sido considerada por muchos acad\u00e9micos del mundo, tanto el \u201ctal\u00f3n de Aquiles\u201d como \u201cla punta de lanza\u201d para avanzar en una educaci\u00f3n de calidad de las personas j\u00f3venes y adultas; adem\u00e1s, es un derecho de sus educadores y educadoras.<\/p>\n\n\n\n

\n\n\n\n

Links to the AED 85\/2018 publication in three languages: English<\/a>, French<\/a>, S<\/a>panish<\/a>
Estos son los links para acceder a la publicaci\u00f3n en tres idiomas: In<\/a>gl\u00e9s<\/a>, Franc\u00e9s<\/a>, Espa\u00f1ol<\/a>
Voici les liens vers la publication en trois langues: Anglais <\/a>, Fran\u00e7ais<\/a>, Espagnol<\/a><\/p>\n\n\n\n

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

Carmen Campero Cuenca comments on the article \u201cThe keys to a peaceful and prosperous Africa\u201d Espa\u00f1ol abajo Carmen Campero Cuenca,\u00a0Mexiko, ICAE Vice -President LAC,National Pedagogical University, Youth and Adult Education Network, EPJA,\u00a0Latin American Campaign for the Right to Education (CLADE) I<\/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":[7],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/598"}],"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=598"}],"version-history":[{"count":4,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/598\/revisions"}],"predecessor-version":[{"id":609,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/598\/revisions\/609"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=598"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=598"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=598"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}