Impacto del viaje de Freire a Valencia

Abstract

En las publicaciones de este viaje de Freire, se detectan errores que invisibilizan tanto su impacto como a quienes lo hicieron posible. Se ha realizado un análisis de la documentación, 6 entrevistas a personas que hicieron posible el viaje, 6 a profesionales y 2 familiares de Valencia que están transformando sus escuelas y 2 observaciones dialógicas. Los resultados dejan claro: 1) Quienes proponen este viaje tanto a Freire como a la Consejería son Flecha y Jesús Gómez “Pato”. 2) El motivo es la aprobación por el parlamento valenciano de la Ley de Formación de Personas Adultas, cuyo “Informe y borrador para su anteproyecto” se había encargado a Flecha, quien fue contratado para elaborarlo. 3) Algunas publicaciones obvian ambos hechos deformando el sentido de este viaje y la propia obra Freireana. 4) El impacto ha sido más profundo en su educación infantil, primaria y secundaria, y más pasajero en su educación de personas adultas. 5) Los valores compartidos por la educación valenciana llevan a que cada vez más personas reclamen superar esas deformaciones y dar merecido reconocimiento a quienes nos proporcionaron la oportunidad de tener aquí a Paulo.

Dialogic popular education in Spain and its impact on society, educational and social theory, and European research

“…This movement, following the dialogic approach of Paulo Freire, is based on the premise that the people participating in the learning and education of adults without university degrees are the people who decide about their own educational processes and projects, avoiding falling into an adult education that is governed by the corporativism of some professionals. Roca et al (2021a) report some details about the beginning of this movement, which are described below. The adult school was also involved in preparing for CONFITEA 1997, of which Flecha was the research coordinator, where at the end 21 delegations from 13 countries (Spain, Belgium, France, Holland, Italy, Portugal, Hungary, Denmark, Romania, Czech Republic, Australia, Brazil, and India) signed the declaration of rights of the participants that had been under preparation and discussion for several years.…”

“…At the Congress of New Critical Perspectives in Education that CREA organized in Barcelona in 1994, Freire witnessed first-hand how CREA offered the project of democratic and dialogic education to anyone who wanted to recreate it in pre-schools, primary and secondary schools. Months later Schools as Learning Communities project inspired by La Verneda-Sant Martí School had already been started in four primary schools and that it would be replicated in many parts of the world, including Brazil (Roca et al, 2021a).…”