Empowering marginalised groups through adult education

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Empowering marginalised groups through adult
education
Slovenian Adult Education Institute
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DEMOCRATION EDUCATION OF ADULT PEOLPE
. Instruction . Only formal learning . Dependent
student . Closed curriculum model . Focused on
teachers . Burocrathic, rigid and
standarized organization
Scholastic Model
Vs.
. Learning . Importance of the non-formal
Learning based in experience . Educate for
change . Open Curriculum . Focused on the
participants . Autonomous and participative
organization
Social Model
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The Social and Educative Model of the Democratic
Education of Adult People

• Education is an instrument for overcoming
  social, economic and cultural inequalities

• One of its main objectives is fighting for the
  universal access of underprivileged people,
  eradicating age, gender, class, educational level
  and ethnic barriers.

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DEA Democratic Adult Education
Group 90
Asociations and colectives in Adult Education
REDA Democratic Adult Education Net
Territorial Federations of Adult Education
Univesity teachers
Educators
Territorial associations Of pedagogic renovation
www.neskes.net/confapea
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RADICALIZING DEMOCRACY MANAGEMENT OF THE EDUCATION

• Participant people take decisions that had
  tradicionally been taken by learned people

• The Assembly is the main decision making
  organism

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RADICALIZING DEMOCRACY MANAGEMENT OF THE EDUCATION

• The participant people occupy leadership and
• responsaility places in the management organisms

Apear as valid interlocutor with national and
international Administrations
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RADICALIZING DEMOCRACY ORGANIZACIÓN

• General Assembly
• Monthly meeting
• Activity groups

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RADICALIZING DEMOCRACY ORGANIZATION

• Working commissions
• Coordination meeting
• Full time staff

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SOLIDARITY AND LEARNING
Learning by the own experience and reflection
Among participants interactives and dialogic
learning
Among associations by carrying out Seminars,
Workshops and Formative Activities
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ASSOCIATIVE INTERCHANGES

• Trijornadas
• Summer Schools
• Conferences

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SOME CONFAPEAS ASSOCIATIONS
CONFAPEA is grown by participant asociations of
adult learning schools, women associations,
cultural associations where a very diverse
origines people are participating
. Agora and Heura . Mujeres Lorquianas de
Fuentevaqueros . Asociación Paulo Freire
(Vitoria). . Dones en Forma de Torrellobeta .
Asociación Cultura Viva Sanboiana. . Asociación
Cultural Ujaranza / Akatarí Lajará Ujaranza .
Asociación Drom Kotar Mestipén (Camino de
Libertad) ...
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INTERACTIVE SPACES OF PARTICIPATION

• Asamblea Virtual de la CONFAPEA
  http//www.neskes.net/confapea/assamblea.php
• Women groups
• Multiculural group
• Young groups

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CONGRESSES OF PARTICIPANT PEOPLE IN LITERACY

• Sant Boi de Llobregat (Barcelona) Organized by
  FACEPA and the Asociación Cultura Viva
• Centelles (Girona). Organized by FACEPA and the
  participants in the adult education centre of
  Centelles.
• 2001.Vitoria-Gasteiz (Euskadi). Organized by
  CONFAPEA and the Cultural Association Paulo
  Freire.
• 2002. Vigo (Galicia). Organized by CONFAPEA and
  the Association of students and exstudens of the
  EPA Artes y Oficios.
• 2003.Fuente Vaqueros-Granada (Andalucia).
  Organized by CONFAPEA and the Association of
  Lorquian Women of Fuente Vaqueros.

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Thousands of Dialogic Literary Circles in the
world

• DIALOGIC LITERARY CIRCLES
• Two criteria characterize this literary circles
• The reading chosed are of the Classic Universal
  Literature
• It is given priority the participation of the
  adult peolpe without academic degree.

The DLC, through their methodology, the dialogic
learning, permits that the persons who havent
read any book enjoy theirselves with the classic
literature books
The DLC produces a lot of participation, as well
as persons that havent gone to the university
are reading authors like Garcia Lorca, Miguel
Hernández, Skakespeare, Córtazar, Wolf ...
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INTERNATIONAL PROJECTION OF THE DLC
Has been recognised internationaly for be a
educative and cultural activity that brokes with
the cultural prejudices. University of
Massachussets(USA). Harvard University
(USA) Universidad de Sao Carlos (BRA) Victorian
Centre of the Adult Literacy and Numeracy
Australian Research (VCALNAR.Australia)
We like very much that people are interested in
the literary circle and that theseones have
achieved so success. I woul like to assist to
your congress because your workplan is too
extraordinary and necessary to take consciens
about our individuality in a society that we are
trying to be more and more solidary. Jose
Saramago, Literature Nobel Award
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EUROPEAN PROJECTS ABOUT DLC

• Gathering in the Cyberspace I i II (1999-2002).
  Agora Association. Creation of DLC in France,
  Denmark and Chez Republic
• European Multicultural Dialogue. FACEPA.

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MORE EUROPEAN PROJECTS

• Bill project. European Chart of Participant's
  Rights in Adult Education. 1997-1998
• Participe and transforme an Adult People
  education model trhought the dialogue. Modelo de
  Educación de Personas Adultas a través del
  diálogo. MEPA. 1999-2000
• To MEPA to MEDA the adult people education to
  democratic adult people education. De MEPA a
  MEDA de la Educación de Personas Adultas a la
  Educación Democrática de Personas Adultas.
  2000-2001 www.neskes.net/meda
• Citizenship for all since the participation,
  the adult people education and volunteering.Troba
  da. Ciudadanía para todos y todas, desde la
  participación, la educación básica de personas
  adultas y el voluntariado. 2000-2002.
  www.neskes.net/trobada.
• Who Speaks? The voices of immigrants on adult
  education. (Quien Habla? La voz de las personas
  inmigrantes en la educación de personas adultas)
  2001-2003. www.neskes.net/whospeaks
• MOSAIC. Model of Consuling and welcoming of
  immigrant people. Modelo de asesoramiento y
  acogida para personas inmigrantes. 2002-2004
• GEQUA. Gender and quality in the adult people
  education. Genero y calidad en la educación de
  personas adultas (2002-2003)
• PYDOP I y PYDOP II. Access to learning
  opportunities to young in exclusion situation.
  Acceso a oportunidades de aprendizaje para
  jóvenes en situación de exclusión en Europa
  (2001-2002 2002-2003)

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MÁS PROYECTOS EUROPEOS
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MULTICULTURAL GROUP OF FACEPA
PROYECTO WHO SPEAKS www.neskes.net/whospeaks
OBJECTIVE To contribute to the participation of
ethnic minority people in the public debate about
the adult peolpe education, contributing to
improve the education that receives these groups.

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... This is the way to achieve...   learning
more, share spaces of dialogue, fight for our
rights and ilusions... Thisone has transformed
us, we feel capables to learn more things and to
follow fighting for achive more. A lo of people
changes ourslef concept. In this way feeling
diferent our relation wit the people and our
enviorment. Day after day we confirm that this is
the way to improve the barriers that were
excluding us of the education and social
participation.