martes, 17 de agosto de 2021
La oposición al bicentenario de la independencia de Guatemala desde una dimensión material y subjetiva.
miércoles, 23 de junio de 2021
Educación y Políticas públicas: Discurso en Naciones Unidas sobre Cuestiones de Minorías (Nov-2019).
Discurso elaborado para el Panel del Foro de
Naciones Unidas sobre Cuestiones de Minorías
27 al 29 de noviembre de 2019, Ginebra, Suiza
Por Juan de Dios Simón[1]
Buenas tardes respetables representantes de gobiernos, ONG y entidades
que trabajan a favor de la educación de minorías y en particular de poblaciones
indígenas en el mundo. Eventos como este permiten promover tres derechos
fundamentales: derecho a la educación, derecho a la lengua, y derecho a la
cultura.
En la actualidad, todavía hay Sistemas Educativos de los
Estados con políticas de inercia colonial que presionan a que los niños y niñas
de minorías, valoren al poder tradicional del Estado, y se rinda culto al
concepto de “patria” con símbolos, héroes ajenos, culturas ajenas, lenguas
ajenas y paradigmas descontextualizadas a su realidad y lamentablemente los
niños y niñas, como ciudadanos tienen que subordinarse obedientemente a ese
concepto abstracto de la patria, y sin oportunidad de hacer análisis crítico de
sus realidades. Hace 71 años con la Declaración Universal de
los Derechos Humanos se determinó, que es al revés el enfoque, es
responsabilidad del Estado de garantizar los derechos de los niños y niñas. Es
responsabilidad de los Estados de adoptar medidas para garantizar los derechos,
sean estos legales, sociales o económicos.
El centro educativo como
política de escolarización. Es el espacio de enseñanza y aprendizaje en
donde el Titular de Derechos y el Titular de Obligaciones se encuentran. Y en ese encuentro de realidades, puede ser
un encuentro responsable de respeto, de tolerancia y de desarrollo psico
biosocial de la niñez, o puede ser un “encontronazo” traumático, destructora de
la autoestima, por el irrespeto a la identidad, la lengua y la cultura. Por una parte, el sujeto de derechos llega al
centro escolar con conocimientos previos inculcados desde la familia, tienen
idioma y cultura propio, algunos con problemas de desnutrición, algunos con
discapacidad, otros con apoyo de cuidadores y otros no. Por otra parte, el portador de deberes que
se materializa en la presencia del docente tiene infraestructura y mobiliario,
tiene directores, un currículo nacional base, materiales de apoyo, 180 a 200 días
de clases efectivas. Y allí en ese
espacio del centro educativo se logra el hecho educativo y la materialización de
políticas públicas aplicadas a la educación.
Gran parte de las competencias, habilidades y valores para el desarrollo
integral de la persona a lo largo de la vida, se logran o se destruyen en esa
relación.
Los cuatro pilares de la
educación definidas por UNESCO sobre aprender a conocer, aprender a
hacer, aprender a vivir juntos y aprender a ser, se dan en el espacio de aprendizaje escolar, y cuando no se dan, hay circulo vicioso de carencias,
exclusiones y vulnerabilidades.
Las políticas
lingüísticas aplicadas a la educación pública han avanzado en su marco jurídico y estructura, pero no han respondido a las
necesidades, intereses y derechos de poblaciones minoritarios, sino han sido
substractivos, “de inmersión total”; la educación bilingüe intercultural ha
sido una respuesta de los gobiernos para compensar a los mas excluidos. La EIB es reconocida en 17 países del continente
de las Américas, pero la cobertura sigue siendo baja, y de mala calidad. Es casi una educación pobre para pobres
Políticas de Estado y de
Gobierno. En muchos
países donde viven las minorías no existen políticas de Estado sino políticas
de gobiernos que cambian cada cuatro años. Hay cambios en ministros y
autoridades que toman decisiones. Es
importante, que en las transiciones y al gobierno lleguen funcionarios
indígenas y de minorías con capacidad de manera meritocrática que conozcan la
realidad de sus problemas, que velen por el tema del desarrollo de la
educación, lengua y cultura de sus pueblos, y particularmente velen por el
presupuesto.
El indicador principal de
un Estado si le interesa o no su niñez, y si respeta o no los derechos humanos
de las minorías, es el monto asignado en el presupuesto para los temas
de educación e idiomas. Lo demás es un “deber ser” un deseo que se contrasta con acciones y la realidad misma.
Aprovechamiento de
agendas. Los Objetivos de Desarrollo Sostenible (SDG),
2015-2030 pueden apoyar de manera positiva a la Agenda Setting a
nivel nacional. Durante los 15 años de
existencia de los Objetivos de Desarrollo del Milenio (ODM), permitió que
gobiernos promovieran la primaria universal (en Latinoamérica y Caribe, 8 de
cada 10 indígenas llegaron a la Escuela primaria, como nunca en la historia
mundial niñez de minorías y pueblos indígenas tuvieron educación primaria), y
muchos gobiernos crearon diferentes estrategias para eso. Hubo préstamos específicos con bancos
internacionales (Banco Mundial, BID, KFW) para educación, hubo procesos de
reforma educativa que buscaron la pertinencia cultural y lingüística, hubo
transferencias condicionadas para obligar a padres y madres a mandar a sus
hijos o hijas a la escuela y a centros de salud.
No obstante, para cumplir
con la meta 4, de los ODS del 2030, se necesita hacer más, por eso me permitiré
hacer algunas recomendaciones:
A nivel general
Mejorar los procesos de censos estadísticos de población y de
condiciones de vida, desglosando variables de género, área geográfica, lengua e
identidad étnica. Tener datos de Quienes son, Donde viven, Cuantos son,
es importante para las políticas públicas y programas de inversión pública en
la educación.
A nivel específico
1.
Desarrollar y contextualizar los niveles curriculares.
No basta en tener currículos nacionales; debe haber una contextualización,
adaptación y en particular modelos locales en donde se incorporen la lengua y contenidos
propios de los pueblos.
2.
Contratar docentes con capacidad e
idoneidad. Se debe asegurar que todos los docentes que atiende niñez indígena y
minorías sean bilingües. Es decir que
tengan las 4 competencias lingüísticas de leer, escribir, escuchar y hablar.
3.
Crear programas de Becas a la niñez de
minorías para la transición de la escuela primaria a la escuela secundaria, en
particular hacer énfasis en las niñas de las minorías. Para ello se deberá invertir en los últimos grados de la primaria y en los primeros grados de la secundaria.
4.
Diseñar, imprimir y distribuir materiales
educativos para cada niño y niña. Especial cuidado en el discurso y las imágenes
de los textos. Eliminar estereotipos de género, etnia y de representaciones
simbólica ajenas, que reproducen la discriminación.
5. Uso de la tecnología como herramienta pedagógica y atender con modalidades flexibles de
educación alternativa a la juventud de minorías, que por alguna razón abandonaron
sus estudios, y se encuentran fuera de la escuela. Muchos de ellos son padres
jóvenes, y necesitan educación para el trabajo.
Si los Estados y las ONG no
se comprometen a cumplir con los objetivos de desarrollo sostenible, según la
UNESCO pasarán 80 años para lograr la cobertura de educación secundaria; y no
habría un mundo mejor para la niñez más excluida y pobre de pueblos y culturas
de las minorías. ¿Quién velará por los derechos a la educación, lengua y
cultura? Manos a la obra. ¡Muchas gracias!
Ver; archivo en videos.
Public policy objectives for education - 12th Session of the Forum on Minority Issues | UN Web TV
[1] Experto internacional en educación y pueblos
indígenas de nacionalidad guatemalteca. Trabaja actualmente como Director
de Programas en Fundación Educación y Cooperación, Educo Guatemala. Ha trabajado para UNICEF, BID, ChildFund y ha elaborado diversas consultorías de Naciones Unidas.
viernes, 22 de enero de 2021
El centro educativo Ajpopolí Ak´wala´ en Comalapa.
“NUEVAS RAÍCES, EDUCACIÓN BILINGÜE EN COMALAPA.
Al final, fueron
algunos maestros bilingües quienes repitieron este concepto, de lo maya en el
pueblo, pero la mayoría de ellos no se interesaron por definirla políticamente
o por establecer metas organizativas fuertes a su alrededor. De cualquier
manera, el maestro Pantaleón Simón y su esposa (Camila), establecieron en 1996
un colegio que denominaron Ajpopoli’ Ak’wala’. Al principio el centro educativo
de los “Niños del Consejo” (que es la traducción de esta frase al idioma
castellano) se definió como una escuela dirigida a buscar la excelencia
académica entre los niños kaqchikeles de Comalapa. Según la visión de los
fundadores los “niños del consejo” conformarían en el futuro una elite
intelectual que debería favorecer una modernización kaqchikel comalapense, en
donde el bilingüismo, el empoderamiento indígena y la ciudadanía fuesen
factores fundamentales.
A mediados de la década dos mil, sin embargo, uno de los
fundadores estaba consciente de las dificultades que enfrentaba la escuela y
afirmaba que, de no recibir una ayuda económica internacional, la escuela no subsistiría.
De la misma forma consideraba que el Colegio Ajpopoli’ no era (solo) maya, sino
una iniciativa de educación bilingüe surgida de la experiencia de los maestros
que la habían fundado[1].
La negación de lo maya en este caso se vincula a la percepción local de que el
mayanismo fomenta patrones culturales reconocidos como superados y que al
volver a ellos, se corre el riesgo del aislamiento y la perdida de los logros o
ventajas (la modernización por ejemplo) alcanzados hasta ahora.
La trayectoria de Ajpopoli’ como proyecto indígena maya
kaqchikel comalapense, marcaría quizá la forma que tomaría la organización
indígena en Comalapa en la segunda parte de la década de los noventas y en lo
que va del dos mil. El discurso mayanista que reivindica la cultura y los
derechos mayas pueden tener un lugar importante a nivel local, pero
necesariamente están y son vinculadas con la historia, las problemáticas, las
identidades, las esperanzas y las formas de organización indígena del
municipio, la cabecera municipal o la aldea. Así, los discursos sobre la
identidad y derechos indígenas o mayas en Comalapa no pretenden contestar y
cuestionar solamente a los sectores dominantes a nivel nacional o a establecer
una nueva relación con el Estado. En cambio, ellos surgen en un contexto
problemático local que involucra las luchas cotidianas alrededor de la
seguridad, la subsistencia, la educación, los conflictos faccionales, la
violencia actual y la que experimentaron los pobladores en la década de los
ochentas”
(Esquit, Edgar, 2009)
Recuperado de: http://ketzalcalli.com/pdfs/ketzi2009_1_articulos/ketzalcalli-2009-1_esquit.pdf
[1] Los antecedentes de esta iniciativa por
modernizar Comalapa fueron la fundación de la escuela para indígenas en la
década de los veinte y el colegio Medalla Milagrosa fundado a finales de la
década de los sesentas. Ambas fueron iniciativas de indígenas modernizados que
pretendían usar la educación como un medio para enfrentar el racismo, la
subordinación indígena y la explotación.
miércoles, 21 de octubre de 2020
Leadership in times of COVID-19 = uncertainty.
By Juan de Dios Simón Sotz
Introduction.
The first Covid-19 case reported by newspapers in Guatemala was on March 13th, 2020. At the time of this writing, the Ministry of Health and Social Assistance reported 77,828 confirmed cases of COVID-19, and 2,862 deaths in Guatemala (MSPAS, 2020). The projection is that we will have 100,000 people with COVID at the end of December. Additionally, the Guatemalan Minister of Education Claudia Ruiz informed that “schools will not be open anymore during school cycle 2020”; this means that all teachers and children will finish the year trying to interact and learn from home.
Of course, the challenges will be greater for most indigenous children in rural areas of the Western Highland who don´t have access to internet; very few have smart phones and some don´t even have electricity.
Educational
leadership challenges during Covid-19.
I am the Program manager of the Educo Foundation in Guatemala, and the Covid-19 has shaped my leadership from certainty to uncertainty. I was accustomed to work in an office dealing with my responsibilities with a group of coworkers, with specific schedules, face to face meetings, defending children’s rights. I didn´t know that in my comfort zone managing plans, results, objectives, budget, annual work plans and everything else was going to be changed. COVID-19 woke me up, with short notice I transitioned to working from home.
I could not go to meetings with government officials anymore. My bedroom at home was adjusted to put an operative office, relying on a computer and telecommunication tools such as Zoom, Teams or Skype. Many calls from the field and from regional contacts were answered in the middle of uncertainty. After a shower and breakfast, running to brushing my teeth, I didn´t have to change my cloths, I could just start working in my pajamas. Meanwhile, I was helping my 7-year-old daughter with her schoolwork as she also could not go to school. She would do her schoolwork on her iPod and thought that we would be staying at home just about three weeks. We were wrong about the timing to go back to the office and about kids going back to school safely!
I had to rethink my role as I work with a group of professionals and our programs and projects are implemented by local partners in rural communities of the wester highlands, particularly in Quiché. Now I had to balance work, home, and family, which were all taking place together in the same space. In the middle of everything I heard stories about broken businesses, people losing their employments and many children having more difficulties with food security. Some white flags were in the street, meaning that some people needed food.
The other challenge I faced was switching from being able to work with others relying on in person meetings to relying on distance communication. As a parallel I thought about education and distance education in Guatemala. While Covid-19 didn´t create inequalities in Guatemala it is widening inequality and increasing despair as COVID-19 cases continue to rise. All our contributions as an NGO to the educational reform in Guatemala in terms of curricula, teachers training, and production of materials were designed to transform classrooms. But suddenly, schools were closed, teachers were asked to stay home, and children went back home. So, no teachers training face to face, anymore. In rural areas of Guatemala, distance education is not an option as most of the children don´t have internet, nor TV. The majority don´t have computers, nor smart phones; some do not even have electricity.
A teacher told me in one of our conversations that they only have a Radio, and that was for the father, not for the child to listen to. Some kids needed to visit relatives in order to access the program Learning from Home “Aprendo en Casa” from the Ministry of education. So, given these serious needs what should we do to adapt our programs and projects? We relied on mindfulness and emotional awareness and rethought all our projects, modified our strategy and pondered the financial implications of these changes.
Listen to the children during the pandemic. One of the initiatives of our office was to listen to the voice of children and adolescents. Most of the time we listen to government officials, adults, and local partners, but in the middle of Quarantine, it was important to listen to the rights holders. Every two weeks we needed to make a report about the status and news about Covid-19 in rural areas. So, it was an excellent opportunity to conduct a survey and ask the children to answer it through phone or computers if they had access to them.
The table below shows the children’s responses to questions in the survey.
Question: What do you miss the most during COVID-19, while you
are at home?
For children schooling and education are seamlessly integrated into their lives. They don´t see any difference between schooling and their lives. They like to go to school, but not necessarily because of the content of the curriculum they access or because the interaction with teachers but because of their friends, they liked to play with them; they also missed visiting relatives and going to play outside of home.
Reformulation of
projects and preventing more inequalities.
We realized as an organization that kids being at home was a challenge and we redirected our attention from supporting schools to supporting families. We adopted new three priorities: Food security and child protection. We needed to make sure that children had their meals, as they used to have at school.
Some kids went motivated to attend school because the free lunches they received there, in addition to the interaction with their friends. Since children were now at home, we had to support their families and not just their schools. As we asked questions in the field, we realized that some children faced challenges in terms of distress, and some girls, besides helping with some domestic work, were now supporting their siblings as caregivers. Some girls now were victims of physical violence or sexual abuse from drunk relatives, or from fathers who had lost their job because of Covid-19.
According to the Ministry of Health, at the end of June 2020: there were 46,863 teen pregnancies in total. 1,912 pregnancies were between 10 to 14 years old and 44,901 pregnancies between 15-19 years old. According to the Public Ministry in charge of the investigation of child sexual abuse during the pandemic: there were 3,821 complaints registered against adults-relatives for sexual violence against girls. Many families are afraid to report them because they live with the abuser at home.
What can you do if the government tells you to stay home because of COVID-19 but your abuser is at home? What can you do when schools are closed, but the sexual abuser lives at home? Therefore,protocols of child protection were implemented.
Water, sanitation, and hygiene. We understood that promoting social distance, washing hands with soaps, required water. But reality showed us that some families needed to walk blocks from home to get water. Not all families have water at home and promoting the use of water and soap was useless, some very poor kids didn´t even have money to buy soap. So, collaboration with kits of health composed by gel, soap and giving masks were essential. Education and child protection. In theory distance education with the program “Aprendo en Casa” of the Ministry of Education was a solution, but not for many. For example, Juanita a schoolgirl from Quiché explained to us, that her brother had to to her Aunt´s house to watch the classes because they didn´t have TV at home. Some parents motivate their children to do their homework at home, but others took advantage of them, sending them to work in the fields.
In summary, my leadership was challenged in terms of focus, shifting my work model, my zone of comfort. I took a class to manage stress, I took another class related to mindfulness to pay attention to my emotions, active listening, dialogue, identify the emotions of others and develop more the emotional intelligence rather than focusing only on complex reasoning and quantitative data.
During the time of uncertainty, I also realized that strategic thinking was always conditional to external circumstances. For example, many of the irregular migrants who were captured in the USA and then were sent back home to Guatemala, tested positive with COVID-19.
Some in communities were infected because of an immigrant and sadly, the community with lack of information could react unkindly, protecting themselves.
As member of an international NGO, we needed to reformulate all the projects in process of implementation for the fiscal year 2020. As a Program Manager I coordinated meetings to set up urgent dialogues with local partners in the western highlands in Guatemala. I was challenged to think about paying salaries without working in the field, costs of opportunity between protecting lives, and promoting health or think about financial execution, particularly with external donors, no matter what. If we don´t achieve results in terms of schooling learning and outcomes, what do we need to do?
How can we attribute results of our programs if they are not fully implemented as planned? We needed to reformulate and changes some goals. So, with inputs from our headquarters in Barcelona, Spain and from our external donors we analyzed all our projects to determine which required modification, and this would involve substantial modification or no substantial modifications. Depending on the answers, with just a Yes or No, we could process and approve the reformulation of the projects. Below is the framework we used to analyze our projects.
The announcement of the Ministry of Education this week, that children will not go back to school; changed my scenario for next year. I am the program quality coordinator of 12 projects and most of them are centered in supporting schools. Now, the big challenge is to plan next year, not as an emergency response, but as part of the normalization of the new reality. Train teacher from rural areas with limited connection to internet or keeping them in small places wearing a mask does not resolve the situation. All the project activities for workshop and teachers support changed drastically.
As a parent myself, I am also worried about my daughter. My wife has told me that besides being a professional she has a second or third job; taking care about me and my daughter. This exemplifies how some parents need to work outside of home, make some money hoping they don´t get in touch with COVID-19 and come back safely home.
What helps me to wake up and start working each day is the idea that I can make a difference, there are more people facing worse difficulties, and now that I am aware that having a job during a social, health or financial crisis is a golden opportunity.
I really believe that there will be emotional consequences for children for the next 5 years in terms of how suddenly they were forced to stay home, losing some freedom and the opportunity to play. But asan eternal educator, I know we will overcome these challenges. School closures and extended periods of isolation at home may negatively impact the mental health and well-being of children and youth, but responsible adults, need to make a difference.
Juan de Dios Simón Sotz is a Program Director of the Educo Foundation in Guatemala. He graduated from the International Education Policy Program in 2005, Harvard University.
Copied from: Leading Education
Through COVID-19
Upholding the Right to Education
Fernando
M. Reimers
Copyright
© 2020 Fernando M. Reimers
jueves, 28 de mayo de 2020
Don Pantaleón Simón, Alcalde de San Juan Comalapa
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| Pedro Simón Gómez |










