Chile’s “Safe Class Law”: Violence in public schools and the “regulation” of school life
August 10, 2019In 2008 UNICEF published the study “School life, an indispensable component of the right to education”, inquiring about internal regulations in educational establishments in the Metropolitan Region of Santiago, Chile. The results are surprising, for example, they showed that more than 50% of the regulations did not comply with the legal order in effect, that is, they transgressed or omitted rights, in particular regarding disciplinary matters. It was also noted that the regulations were reduced to a series of rules oriented only to disciplinary issues, which did not look at the community as a whole, nor the relationships, nor the responsibilities of all levels in the construction of reality. In addition, community participation was not validated in the vast majority of them. Finally, the study recommended not using the regulations to rule life in schools, at least not as they were then (UNICEF, 2008). (more…)
Education for freedom: CLADE launches document about emancipatory education
May 21, 2019Download the document:
The publication, launched in the context of the initiative “Education for freedom”, brings together reflections and debates gathered by CLADE network on this subject, addressing the right to education from an integral and holistic perspective, in its connection with: freedom, social transformation, decolonization, democracy, gender equality, communication and technologies, arts and culture, affection and care, as well as bodies and territories.
Its reflections offer ways for an emancipatory education that contributes to the formation of societies free from all oppression, and also to transform the lives of children, adolescents, young people and adults through reflection, dialogue, critical thinking, and the skills to question, discern, imagine and act towards other possible worlds.
“Education should contribute to people being in tune with their time and space, knowing their territory, context, history and cultural diversity. Therefore, spaces and processes of informal, non-formal and formal education must be related, promoting culture and knowledge, research, education and extension, contributing to economic, social and environmental justice”, the publication points out.
Release
The document was launched on May 21 with a virtual dialogue, with the participation of Luna Contreras, popular educator and director of the Democracy and Global Transformation Program (PDTG, by its Spanish acronym) Tejiendo Saberes Perú; Martín Ferrari, an Argentine popular educator and one of the directors of the documentary “Education in movement” (Educación en Movimiento), and María Cianci, education and research coordinator of ALER. The dialogue was moderated by Rosa Zúñiga, general secretary of CEAAL.
If you weren’t able to participate in the event, you can access the recording of the dialogue (in Spanish) through the following link:
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Education For Freedom: Dialogues And Actions For An Emancipatory Education That Guarantees Rights
October 22, 2018What education do we need for the world we want? The Latin American Campaign for the Right to Education (CLADE), along with other civil society organisations, are seeking ways to answer this question, through dialogue and collective reflection on the meanings of education envisioned for the positive transformation of our realities and societies. (more…)
Advocating for the commitment of the G20 with the effective implementation of the Education 2030 Agenda
September 6, 2018CLADE, in partnership with members in countries of the region that are part of the G20, calls on these governments to reaffirm their commitment to ensure sustainable, fair and adequate public funding to strengthen free and inclusive public education systems.
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Call for action defending the right to education of youth and adults: Towards the Midterm Review of CONFINTEA VI
August 17, 2017Recognizing the importance of YAE towards overcoming regional challenges, we launch this Call for Action in the context of the midterm review of CONFINTEA VI and of the implementation process of the 2030 Sustainable Development Agenda.
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