What kind of early childhood education for a sustainable society? Gabriela Cachés.

Inglés, IFD Comenio, 5/6/2016

Gabriela Cachés.

4to año-Educación social

What kind of early childhood education for a sustainable society?

There was an extensive discussion on what kinds of early childhood education would emerge if it were to contribute to sustainable development. The insights gained on this issue can provide guidance for reorientation and strengthening of curriculum and pedagogical guidelines, a necessary exercise and an important policy issue. First, the participants strongly agreed that the notion of the child embedded in the vision of sustainable development is that as portrayed in the United Nations Convention on the Rights of the Child – the child as a right holder, who is an active participant and has his or her contribution to make to society’s present and future, and not an invisible, marginal worthless being. In education for sustainable development, young children’s perspectives and meanings are listened to, considered and shape the content and approaches of learning.

Second, early childhood education for sustainability is much more than environmental education.

It should be broader than simply taking children outdoors to discover the beauty of nature and speaking about the natural environment. It must include opportunities for children to engage in intellectual dialogue regarding sustainability, and in concrete actions in favour of the environment. In addition, it should incorporate learning to be compassionate and respect differences, equality and fairness as the world is increasingly interdependent and inter-connected. It was suggested that, instead of talking about the 3Rs (reading, writing and arithmetic), one should refer to the 7Rs for education for sustainable development (reduce, reuse, recycle, respect, repair, refl ect and refuse). Encouraging scientific and technological literacy was also pointed out as a component to be included.

Third, diversity was considered a key issue in thinking about early childhood education that contributes to sustainability and was discussed extensively by the participants. In the globalizing world where different nationalities and ethnicities increasingly live side by side, learning to respect and appreciate diversity should begin early – through parents, community members, and early childhood programmes. Early education should help children acquire an identity firmly grounded in a culture closest to them, while developing a sense of themselves as world citizens. One way to promote this is intercultural education.

Nurturing respect for, and appreciation of diversity cannot be realized without adhering to democratic values and practices. Democracy is one fundamental value embedded in sustainable development, and a requisite for a just society where everyone’s participation in the social, cultural, economic and political life is valued and counted. Learning about democratic values and practices can and should start in the smallest unit of society – the family – at birth, and should also be part and parcel of an early childhood education programme.

Fourth, sustainable development requires people to be able to think critically about things taken for granted, and to find creative solutions and alternatives to unsustainable habits and practices, which tend to dominate at present. The work in the early years should not be about teaching how to read and write early and formally. Young children can be encouraged to question over-consumption through discussions about familiar food products, clothes, toys and advertisements. Such discussions could be expanded to incorporate considerations about their counterparts in less materially rich circumstances, and stimulate conversations about solidarity and co-operation.

The contribution of early childhood education to a sustainable society Edited by

Ingrid Pramling Samuelsson and Yoshie Kaga

Paris, UNESCO

2008

http://unesdoc.unesco.org/images/0015/001593/159355E.pdf

Lenguas extranjeras. Segunda prueba parcial.

4to Educador Social.

Damian Torino, Jéssica Ibáñez, Gabriela Cachés.

IFD Juan Amós Comenio.

Obituary: Paulo Freire

Paulo Freire, the Brazilian educationist, was one of the most influential philosophers of his generation.

He was born into a middle-class Catholic family in Recife in north-eastern Brazil in 1921. Despite the relative wealth of his family, he experienced poverty during the Depression of the 1930s, but unlike most children was able to complete secondary school and go on to study law at Recife University. There he met Elza, a teacher, whom he married in 1944.

He became a teacher of Portuguese and under the influence of his mother, got involved in church organisations as a means of addressing the injustices he saw around him. However, he rapidly became aware of the limits of charitable work and the need to move from working "for the people" to working "with the people".

In 1959 Freire wrote a doctoral thesis on his experiences of teaching literacy which was so well received that he was appointed Chair of the Philosophy of Education in Recife University. In 1962 he became coordinator of a large literacy programme in Recife and the next year was appointed head of the Brazilian National Literacy Programme.

However, following a military coup in 1964, the Brazilian Literacy programme was terminated. Freire was imprisoned, accused of subversion, and subsequently exiled to Bolivia and then Chile.

In the following years, whilst working on adult education with the Institute of Agrarian Reform in Chile, Freire's ideas matured and he started writing what would become his seminal work, Pedagogy of the Oppressed (1970). Through this radical pedagogy, he hoped, adults would learn to perceive social, political and economic contradictions and would take action against the opressive elements of reality (a process that Freire called "conscientisation").

In the book, Freire condemned traditional education systems, which he called "banking systems", where students are passive recipients of deposits from an "all-knowing" teacher. In contrast he proposed an education based on dialogue, generating a permanent process of reflection and action.

If learning to read and write is to constitute an act of knowing, the learners must assume from the beginning the role of creative subjects. It is not a matter of memorising and repeating given syllables, words and phrases, but rather, of reflecting critically on the process of reading and writing itself and the profound significance of language.

By the time Pedagogy of the Oppressed was published in English in 1972, Freire was already being acclaimed internationally as "the authentic voice of the Third World". He became a visiting professor at Harvard University.

He first visited London in 1973, returning to Britain in 1987 when he helped review the Edinburgh Adult Learning Programme.

As democracy returned to Brazil in the 1980s, Freire was able to return to his homeland, where he became closely involved in the Workers' Party, which won control of the state of Sao Paulo and nearly won presidential elections in 1989. He became Secretary for Education in Sao Paulo for a short period before retiring in order to dedicate himself to writing.

Freire was as charismatic, absorbing and radical as ever. He succeeded in reaching a new generation of educationists who, with his inspiration, continue to work for an empowering and liberating approach to education around the world.

Paulo Freire died Sao Paulo 2 May 1997.

Source: http://www.independent.co.uk/news/people/obituary-paulo-freire-1261256.html

Banksy: The “Biography” of a Graffiti Street Art Leged

Romina Miranda

The name Banksy ignites controversy, starts conversations and piques curiosity. Banksy is undoubtedly the most controversial street artist to emerge on the global stage. The fact that his identity remains unknown after 20 years on the graffiti scene only adds to the intrigue that surrounds his work. The works of Banksy have appeared in America, Australia, Canada, England, France, Israel, Jamaica and Palestine. Wherever Banksy goes, he makes an impact. His pictorial and satirical messages cross the boundaries between art, philosophy, politics, sociology, humor and narcissism.

Banksy is the godfather of a new form of pop art that originated on the street. He used a foundation created by peers to spread powerful messages using accessible street art. Anyone can see Banksy’s stencil art, which enables him to reach a large audience and to make strong statements. City officials have the power to paint over works or allow them to stay. Even when his ephemeral art is destroyed, it draws attention to political issues. Such strong attention, that when most people visit our gallery of Banksy prints, it leads to hours of browsing.

The works of Banksy are often inspired by other street art luminaries and classical artists. This is another controversial area. Banksy has credited 3D of the British band Massive Attack as a source of inspiration. However, connections to the French graffiti artist Blek le Rat, who is known as the Father of Stencil Graffiti, have caused much more commotion.

Although Blek was initially pleased to inspire other artists, he has publicly challenged Banksy’s copycat style. On the other side, Banksy has said that every time he does something, he finds out that Blek Le Rat has done it twenty years earlier. Similarities between the rats pictured in Blek’s work show a distinct overlap. Whoever Banksy is, he has made an unforgettable impact on the world and experienced tremendous commercial success. As an unrivaled phenomenon, Banksy’s irreverent, socio-political style is paving the way for future street artists and perhaps changing the way that graffiti is seen.

Banksy may recycle old ideas, but he also inspires new creations from talented and not-so-talented artists. The recent commercial success of other street artists has been dubbed the “Banksy effect.”

http://www.stencilrevolution.com

What is The Venus Project?

The Venus Project is an organization that proposes a feasible plan of action for social change, one that works towards a peaceful and sustainable global civilization. It outlines an alternative to strive toward where human rights are no longer paper proclamations but a way of life.

We propose a fresh, holistic approach – one that is dedicated to human and environmental concerns. It is an attainable vision of a bright and better future, one that is appropriate to the times in which we live, and both practical and feasible for a positive future for all the world’s people.

We advocate an alternative vision unlike any social system that has gone before. Our conclusions are based on years of study and experimental research by many people from various scientific disciplines.

We call for a straightforward approach to the redesign of a culture, in which the age-old inadequacies of war, poverty, hunger, debt, environmental degradation and unnecessary human suffering are viewed not only as avoidable, but totally unacceptable.

The Venus Project is a veritable blueprint for the genesis of a new world civilization, one that is based on human concern and environmental reclamation. One fundamental premise is that we work towards having all of the Earth’s resources as the common heritage of all the world’s people.

Anything less will simply result in a continuation of the same catalog of problems inherent in the present system.

Experience tells us that human behavior can be directed, either toward constructive or destructive activity. This is what The Venus Project is all about – directing our technology and resources toward the positive, for the maximum benefit of people and planet, and seeking out new ways of thinking and living that emphasize and celebrate the vast potential of the human spirit. We have the tools at hand to design and build a future that is worthy of the human potential.

The Venus Project presents a bold, new direction for humanity that entails nothing less than the total redesign of our culture. Our proposition is not an attempt to predict what will be done, only what could be done. The responsibility for our future is in our hands, and depends on the decisions that we make today. The greatest resource that is available today is our own ingenuity.

https://www.thevenusproject.com/the-venus-project/

Sofía Grenni

Multiple Intelligences: What Does the Research Say?

Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn't seem to grasp fractions, until he created them by separating oranges into slices. Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles or applying it in ways that can limit student potential. While the theory of multiple intelligences is a powerful way to think about learning, it’s also important to understand the research that supports it. Howard Gardner's Eight Intelligences The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information: Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails. Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems. Visual-spatial intelligence allows people to comprehend maps and other types of graphical information. Musical intelligence enables individuals to produce and make meaning of different types of sound. Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world. Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems. Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions. Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves. 

Source: www.edutopia.org 

Originally published: March 8, 2013 | Updated: April 9, 2015 

GREEN TEACHER You Can Do It: Taking Kids out of the Classroom

Extraído:http://greenteacher.com/you-can-do-it-taking-kids-out-of-the-classroom/ Danisa Rodríguez Green Teacher Education for Planet Earth Magazine Subscribe Advertise Contribute Books Webinars Contact Español Français You Can Do It: Taking Kids out of the Classroom by Green Teacher on July 5, 2016 MB Envirothon IMG_7240 Originally appears in the Summer 2016 issue After chaperoning the first day of The Wild Society's Young Naturalists Program, in which dozens of Kindergarten and first graders explored the forest around their school – discovering a raccoon latrine site and some stinging nettle – the executive director turned to me and said, “That's the hardest thing I've ever done in my life!” I smiled. While research is plentiful on the proven developmental and brain boosting benefits of play, nature exploration, and place-based education, it can be an intimidating endeavor to take a group of students out of the classroom and set them loose in the world. Opportunities for place-based learning are accessible to every teacher in every community – whether you have access to a multi-acre park or a crack in the sidewalk, an art museum or a grocery store. While educators have legitimate concerns about the logistics of engaging a group of students outside the classroom, this should not act as a deterrent. As a result of facilitating place-based educational experiences for over a decade – on farms, in forests, around town, and even at a wastewater treatment plant – here is my advice for educators who plan to take students out of the classroom. These time-tested strategies can create unforgettable educational experiences for students in a supportive learning environment. Please enter subscriber password to continue reading full article. Enter Password Submit To view the photo-rich magazine version, click here . If you are not already a subscriber, please subscribe to read the full article Mallory Primm is founder of Feather and Bone, LLC, a nature education consultancy, based on the west coast. While she works as a freelance educator during the school year, in the summer, Mallory is a Naturalist-Guide at Camp Denali and the North Face Lodge in Denali National Park in Alaska. Extraído:http://greenteacher.com/you-can-do-it-taking-kids-out-of-the-classroom/ Danisa Rodríguez

Dilma & Chomsky by D.Torino

Student: Damián Torino

 Noam Chomsky: Brazil's President Dilma Rousseff "Impeached by a Gang of Thieves"

 

Noam Chomsky world-renowned political dissident, linguist and author. He is institute professor emeritus at Massachusetts Institute of Technology, where he has taught for more than 50 years. His latest book is titled Who Rules the World?

As protests continue in Brazil over the Legislature’s vote to suspend President Dilma Rousseff and put her on trial, Noam Chomsky notes that "we have the one leading politician who hasn’t stolen to enrich herself, who’s being impeached by a gang of thieves, who have done so. That does count as a kind of soft coup." Rousseff’s replacement, Brazil’s former vice president, Michel Temer, is a member of the opposition PMDB party who is implicated in Brazil’s massive corruption scandal involving state-owned oil company Petrobras, and has now appointed an all-white male Cabinet charged with implementing corporate-friendly policies.

This is a rush transcript. Copy may not be in its final form.

AMY GOODMAN: What about what’s happening right now in Brazil, where protests are continuing over the Legislature’s vote to suspend President Dilma Rousseff and put her on trial? Now El Salvador has refused to recognize the new Brazilian government. The Brazilian—the Salvadoran president, Cerén, said Rousseff’s ouster had, quote, "the appearance of a coup d’état." What’s happening there? And what about the difference between—it looked like perhaps Bush saved Latin America simply by not focusing on it, totally wrapped up in Iraq and Afghanistan. It looks like the Obama administration is paying a bit more attention.

NOAM CHOMSKY: Well, I don’t think it’s just a matter of not paying attention. Latin America has, to a significant extent, liberated itself from foreign—meaning mostly U.S.—domination in the past 10 or 15 years. That’s a dramatic development in world affairs. It’s the first time in 500 years. It’s a big change. So the so-called lack of attention is partly the fact that the U.S. is kind of being driven out of the hemisphere, less that it can do. It used to be able to overthrow governments, carry out coups at will and so on. It tries. There have been three—maybe it depends how you count them—coups, coup attempts this century. One in Venezuela in 2002 succeeded for a couple of days, backed by the U.S., overthrown by popular reaction. A second in Haiti, 2004, succeeded. The U.S. and France—Canada helped—kidnapped the president, sent him off to Central Africa, won’t permit his party to run in elections. That was a successful coup. Honduras, under Obama, there was a military coup, overthrew a reformist president. The United States was almost alone in pretty much legitimizing the coup, you know, claiming that the elections under the coup regime were legitimate. Honduras, always a very poor, repressed society, became a total horror chamber. Huge flow of refugees, we throw them back in the border, back to the violence, which we helped create. Paraguay, there was a kind of a semi-coup. What’s happening—also to get rid of a progressive priest who was running the country briefly.

What’s happening in Brazil now is extremely unfortunate in many ways. First of all, there has been a massive level of corruption. Regrettably, the Workers’ Party, Lula’s party, which had a real opportunity to achieve something extremely significant, and did make some considerable positive changes, nevertheless joined the rest—the traditional elite in just wholesale robbery. And that should—that should be punished. On the other hand, what’s happening now, what you quoted from El Salvador, I think, is pretty accurate. It’s a kind of a soft coup. The elite detested the Workers’ Party and is using this opportunity to get rid of the party that won the elections. They’re not waiting for the elections, which they’d probably lose, but they want to get rid of it, exploiting an economic recession, which is serious, and the massive corruption that’s been exposed. But as even The New York Times pointed out, Dilma Rousseff is maybe the one politician who hasn’t—leading politician who hasn’t stolen in order to benefit herself. She’s being charged with manipulations in the budget, which are pretty standard in many countries, taking from one pocket and putting it into another. Maybe it’s a misdeed of some kind, but certainly doesn’t justify impeachment. In fact, she’s—we have the one leading politician who hasn’t stolen to enrich herself, who’s being impeached by a gang of thieves, who have done so. That does count as a kind of soft coup. I think that’s correct.

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