Considering the last national coordination of students high school took place on 18 and 19 March, which had as its theme the enrichment and value to the thesis that disucitara in the next national meeting of high school students in Pereira ANDES the next 20, 21 and 22 May.
The ANDES makes secondaries dispocision the modified document will be reevaluated at the conference, and invites students to participate in the National Meeting.
VI NATIONAL COORDINATION OF HIGH SCHOOL STUDENTS ANDES Bogotá
18-19 MARCH 2011
Education Situation in the Current Period
government education policy of John Manuel Santos, aims to continue the "education revolution" of the previous period toward education and overcoming what he calls the social divide of Colombian society, as a means to achieve the desired equity, according to a Colombia Prosper.
so we would question what was the substantial transformation of the previous period in the education scene in Colombia? What does the social gap and equity? Do the plans and purposes of the educational project of JMS, contribute to prosperity and social bridge the gap?
The focus of education policy JMS plan is part of skills development, formalization of prosperity, infancy and childhood policy and human capital formation. This way your idea is deepen their purposes, as set the vision plan Colombia 2019 es “ concebir una economía cimentada en la producción, uso y difusión del conocimiento como base de la productividad y la competitividad internacional, lo que impone retos adicionales al sistema educativo que debe formar egresados en la cantidad y con la calidad suficiente para responder a las necesidades de una economía en crecimiento “.
De esta manera también se pretende imponer visión peculiar de la “calidad” educativa (con un énfasis en pruebas cuantitativas y en “competencias”), en el Plan This development is defined as the "strengthening of the competencies approach (1).
THE V Congress established the referee to our conception of educational quality, " we refer to the educational process that provides elements that allow a given society, to transform their realities in favor of it and not out of the urgency of a job a short time and high risk of obsolescence. Quality refers not only to the improvement of educational facilities and raising efficiency levels of the educational process, but this is support her.
The quality debate concerns related mainly to the scope and content of education. Hence, we conceive an alternative educational model as one that is intimately linked to the social project and therefore it is committed to overcoming the free-market dogma transnational monopoly capitalism. ( 2 )
competencies reduce the idea of \u200b\u200beducation for the formation of thought and culture, based on science, society and the highest end of a society democratic, to training to develop skills and abilities or more small cases as stated in the plan, training for a trade or business, also losing sight of the role of higher education.
The formalization of prosperity is seen as the most effective way with very little cost, articulate young people with the productive sector forming bone to keep them out of college and low wages as suggested by first employment law. You should also call attention to the law reform of higher education, changes in the funding scheme and its role -Research, Education and Extension.
Santos education policies established at the base of the NDP the premise; "the state is the one who clears the way - set the rules and settles conflicts, but the private sector is the one who builds and runs " , is ultimately, the continuation of Uribe government, a policy that decreased state contributions per student, teachers and reduced student increased disproportionately school overcrowding and the contributions that families must make in order to sustain their children in the public school system, as if this were not enough accelerated the delivery of schools in granting to bodies of a private nature.
saints policy outlined in the National Development Plan "Prosperity for All", explores the transformation of education for the past 20 years, its goal is to build a private education market, publicly funded [1] , totaling almost 22 billion pesos in the current term. These initiatives are reflected in the 2355 Decree 2009, which makes the concession about half the enrollment of primary and secondary education in the four years the government of national unity.
Among the immediate implementation of this policy for elementary and secondary education will be reflected also in Articles 78 to 81, deepening the centrality of curriculum provisions, institutions that in their opinion not meet minimum quality and reallocating resources and distributing shares of the overall system, based on flexibility in delivery, as the government provides, and the principles of "quality and efficiency."
addition, the precarious funding and privatization of education be accentuated with the passage in the Senate of the legislative act fiscal sustainability, which requires the government to have a fiscal surplus before interest payments with the aim to produce savings in mining and energy boom to pay external debt 3, affects the social investment and financing of social rights to the availability of General Budget (PGN), the government's claim Santos is to raise the constitutional level neoliberal vision of the state and society.
parallel with the processes of privatization in education , whereby introducing market mechanisms in education sector management, and these measures primarily hit the teachers and school communities more vulnerable socio-economically, is The NDP has proposed to strengthen the evaluation process of both schools and teachers that will be available to the public 4 , his intention is to promote competition among public schools, measured by tests Saber 11 - that means competition for the best teachers and students. This mechanism can lead to greater segregation within the system public school. This process a little more hidden has major implications for the educational community, it is important to unmask the intent of such measures through information and training of the educational community.
fight for the re-articulation of the Student Movement acting!
Against this background the response of the educational movement has been waiting and defensive as much of Uribe's second term, where the difficulties of the student movement have been, their dispersion, their role in the education debate in failing to adequately scale local resistance to the implementation of this policy, and loss of identity of its struggle with other sectors of the educational movement.
face this wave of counter-reforms needed to restore a sense of union fight for public education and a broad alliance of various social sectors through the mobilization and action in defense of the interests of society can combat its effects, application and continue to generate alternatives around the role of the school, education and above all, to make the educational process which the early contribution to an educational system - the V Congress NATIONAL HIGH SCHOOL STUDENTS input is already a big .
On the other hand in the previous semester were developed alternatives regrouping of social sectors, some with broad political platforms about methods construction of a new subjectivity and other approaches but characterized some background.
In this context some of these bets have been promoting various forms of articulation and the presence of the student movement, plus some expressions are significant organizational and in some cases of targeted actions and spontaneous, that in some regions is being developed by the defense of life, differential pricing of transport etc.
also in many regions have been organized students away from the fight for the defense of its environment, culture and art, whose expressions are the degree of linkage from high school to the regional environment.
re As articulate and resume the struggle for public education?
The idea of \u200b\u200bre articulate the student movement and to strengthen the unity of action we must strengthen our role and give ample importance to the coordination acting with these expressions that have been gathering, and as ANDES put all our emphasis on the involvement of student councils and the national schools, INEM, Technical, Santa Librada, Standard etc.
The strengthening of the student organization will be the guarantor of mobilization in terms of winning today claims that young secondaries Colombians claim, including the recovery and defense of public education resources, modernization of the forms and methods of teaching, technological equipment and infrastructure of educational institutions, conscientious objection to compulsory military service and the fare differential for the public and private transport.
Thus our priority must be to recover the character of the struggle for public education that is expressed in the struggle against privatization and for the quality and the most dynamic expressions of student interest expressed and presented in their platform and national list.
Taking into account the above considerations, the Sixth National Congress of Students of Secondary Pereira 20-21 and May 22 should be adjusted and put into consideration the following Platform for Student Struggle and National Statement secondaries.
TO ORGANIZE, TO BUILD, THE ANDES EN TODO EL PAIS !
ANDES Reconstitute as a national organizational space secondaries students, that has a large presence throughout the national territory, claiming the student struggle and the defense of public education to achieve a school project humanistic, democratic, quality for all and by the State, is the task.
The ANDES should lead both at the local, regional and national recovery from the presence in the national schools such as the INEM, technical, normal, Agricultural, among others. This should be done under the coordination initiative organized expressions of these schools and above all, linked to plans protest of the issue of national institutions, which tend to disappear under the logic of privatization and concessions plantelización.
The ANDES has to advance in the construction of organizational proposals, to be put in line with new developments in the secondary, which gives a greater role and organized regions, which strengthens the idea of \u200b\u200bthe guild from a serious and coherent policy of unity, which really develop and strengthen local organizational processes linking levels of students a student organization on campus.
In this sense, should be given a greater role for regions in the construction, management and implementation of school policies, in turn, should have closer links to the actual basic processes , in such a way that strengthens the collective levels of management and weighs more than the organizational structures that the ability of union leaders considered individually.
The ANDES is constructed in schools through the core workstations , which constitute the basic associative way of linking students with our proposal. These are spaces of various kinds, academic, cultural, environmental, gender, among others, in which students can realize their full leadership and energy, to provide dynamic and initiatives to fight and organization student.
Also the ANDES is organized through the linking of student representation spaces, such as: 'Councils. Fight for independence and its democratic role in defending the rights of students, is one of the first-order tasks. Similarly, we want to maintain higher degrees of unity and partnership with the people @ s representatives to the Board.
These are the foundation that is coordinating the establishment of local or regional student unions or associations. In all cases, be respected the autonomy of regional organizations and will work to strengthen areas of discussion, centralization and national leadership of the major initiatives and mobilize high school.
The National Union of the Andes:
The recovery of the national address space MUST be a priority. In this sense we will continue working with the criterion of decentralization, but also in the idea of \u200b\u200bstrengthening the national coordinating team in Bogota, with specific responsibility and schools that share the principles, criteria and organizational strategies of the Andes. Improve communication, effectiveness in the definitions and actions of the association is one of the needs to be resolved in the next step.
The National Technical Secretariat
is necessary to stabilize the STN, but located within a new organizational strategy of the Andes, which involve a change in the addressing scheme, where STN does not remain the sine qua non for the organizational work of the Andes.
believe the new role of the STN, is to achieve higher levels of autonomy to develop political leadership in the region, as it should help to strengthen the union process in Bogotá, as it is this city, which in addition to viewing national levels ANDES mobilization, allow to provide the largest number leadership to this national steering.
National Coordination ANDES
is necessary to play in the debate in Congress, a new organizational proposal of this body, which collectively enable the distribution of the responsibilities thereof, acting directly on the needs of the student struggle secondaries.
Coordination is necessary to have a role beyond merely representative, a degree of involvement with the tasks required by the association, and suggest things to build internal working committees to coordinate with all the leaders with specific responsibilities. It is proposed: the commission of communication and diffusion, welfare and student affairs, management and finance, and trade union affairs and inter-institutional relations.
Forward qualitatively union building is the priority. On the other hand, communication the region must improve, which intends to conduct a national monthly newsletter, to help maintain and exceed the levels of misinformation in the regions.
local and regional coordinators:
What we want is that ANDES is achieved up as the main construction stage students in this sense we are challenged to drive from the dynamics of the students school life choices that enable the mobilization and organization recover all local and regional orders.
The ANDES be achieved at this stage to new initiatives at local and regional level, encouraging and promoting concrete struggles from the particularities of the schools and the region are presented in terms of educational problems by putting the center and building creative capacity to bring these struggles can not only advance in levels of mobilization, but also of achieving rights, which is only possible through determined action and conscious students organized. For this, the role of permanent school leadership, campaigns and other initiatives should be to agenda, in order to achieve dispersion of the student overcome and put it back to play their role. This task falls to the ANDES recover and develop.
inter-institutional relations in the Andes:
Advance at this stage in strengthening relations with the teachers, unions and social and popular organizations, is necessary. It is necessary to maintain a more fluid, coordinated and organized FECODE and addresses local and regional efforts to recover higher levels of impact in this important sector, through initiatives of mobilization and especially discussion and promotion of the defense debate of public education at the national and local levels. Make presence on stage of discussion on pedagogy and education policy is an immediate need for this step.
It is also necessary to coordinate with higher levels of initiative on the human rights advocacy and training for the same purpose with entities such as: Human Rights Standing Committee, the MOVICE, District Ombudsman local and regional, among others.
In this respect, must retain its link ANDES to the stage unit of social and popular and dynamic act as sector and political opinion around these spaces. It is important to consider the cumulative initiatives including: the National Youth Festival, the Bicentennial Youth March, Peoples Congress and the patriotic marches, among others. The dynamics of social and popular movements are taken into account vital, as are part of the agenda of national mobilization will be considered as priorities of the Andes to the next stage.
The Andes and its role in OCLAE
The ANDES should strengthen its presence in the Continental and Latin American and Caribbean Students (OCLAE). This means more political and organizational efforts that enable a presence in the consultative meetings and opportunities for the organization. It also requires that the ANDES, recover your OCLAE international initiative, which requires that the status of secondaries Colombian student movement, is most widespread throughout Latin America, as well, can lead joint initiatives with sister organizations of the continent , allowing visibility to the harsh conditions of Colombian students and gain more dialogue, agitation and mobilization on claims that the secondaries promoted in the student struggle. Advance the construction of continental campaigns on the rights of students secondaries, a task that should take into account ANDES, conduct and promote.
Preparing for the participation of the Colombian delegation of students secondaries, the XVI Latin American Congress of Students to be held soon in Montevideo, Uruguay, is a key task that corresponds to the ANDES lead.
THE STRUGGLE FOR DEMOCRACY SCHOOL CONTINUES ...!
The educational policies of the last ten years tend to generate the instrumentalization of education in the formation of manipulatives and docile creatures, fit for the world market. This is sustained in the current neoliberal ideology of our times, who despises the knowledge and values \u200b\u200bconsumption and the training of obedience to the laws of the market.
witnessing the gradual dismantling of democratic freedoms and the tightening of measures against young people. The school has become a stage for excellence in the implementation of a refined model of social control, containment seeking behaviors critics and rebels who are in the school environment. These models of "coexistence" detrimental to the right to freedom of expression, participation and organization, among others.
These measures are based on students in the growing stigma that exists against young in the "dangerous" and aimed to link the drug and gang creation and others. Thus, it is creating a legal framework that penalizes and draws young people and especially students, as a latent danger touch control.
Under these considerations, the state security policy has been meddling in schools and universities, under the pretext of prevention, undermine the role of the educational community and its internal mechanisms designed in the General Education Law to solve the conflicts that permeate educational institutions.
In this way, democracy has been relegated school, by a refined authoritative discourse, which was mediated through the citizenship skills and other alleged policivas ideological forms, which are slowly shaping the school space as the control center and aconductamiento and not as places for the formation of free subjects, critics and creators.
The ANDES as secondaries student organization must promote the school within the struggle for democracy school, changing the significance of their role and making the center the need to break all forms of authoritarianism that since the imposition disciplining, abridging and coerce the rights of students. For this we propose to act under the following points:
SCHOOL FOR A REAL DEMOCRACY dispositions in RIGHT TO AUTONOMOUS ORGANIZATION AND PARTICIPATION OF STUDENTS IN ALL THE MATTER OF THE SCHOOL.
priority is to achieve progress in building proposals to integrate the efforts of students with student representatives and ways to organize broad participation by the students themselves, generating processes of agreements about specific proposals in sheets containing axes advocacy of student rights and human rights, linked to existing organizational processes, linked to the mobilization and joint action of students.
For ANDES, is necessary to recover the space of representation and organizational forms autonomous students as real tools to express policies about the needs of students and allow his dialogue really respond to the defense and promotion of democracy in all its orders school.
BY HAND of democratic, participatory and inclusive.
This is perhaps one of the toughest challenges facing student organizations and students themselves, as it is in the best Battlefield of the institutions that developed this affront to freedom.
speak of a democratic struggle in school, means taking into account the practice of teaching, which is threatened under the increasing of the imposition of a cultural model of authoritarian and militaristic society, which aims to completely destroy critical thinking and action, creation and development of all human capabilities, as necessary for training those processors, reducing the thinking and the act of obedience and submission to the laws constructed by institutional violence Regents of the educational process, which has the power to set academic and disciplinary behaviors beings ordered to mediate by means of punishment and surveillance.
Progress is needed in the unit with the educational community and especially with teachers in reflection and construction of an alternative educational project, democratic, pluralistic and inclusive, allowing contain mechanisms and forms of authoritarianism that bring the current neoliberal policy. The struggle for democracy in school constitutes the most direct way to reject the privatization of public education and more significant in his trench.
RESPECT FOR THE RIGHTS OF STUDENTS.
The right to public education, quality of democracy and for all, is the strategic objective of the struggle the ANDES . However, clarification is needed to continue fighting for the right to student welfare, freedom of expression, the right to participate and organize autonomously, freedom of conscience and conscientious objection to compulsory military service for a fee differential serving public and private transport, among others, are part of the claims ANDES that at this stage should be maintained. The struggle for democracy school, it becomes a major phase of organization and mobilization especially, in which students can retrieve something that has been lost in recent years: win rights if possible.
1 .. This "strengthening of the competencies approach in the Plan 2010-2014 is given in three ways quite problematic. The first, going gradually becoming the notion of competencies in skills, abilities and attitudes, which somehow refuses its origin in the pedagogical context colombiano1 in distancing born of abilities or skills to be defined as "appropriate action that emerges in a particular task in a context of meaning." The second, through the requirement of a training system "more suited to the requirements of the economy and improve the" link between education and work: the economy and the private sector to guide the future of education. Third, the introduction of a "job skills" that are gaining importance in the hierarchy list of skills. In Prosperity for all we talk about three types of competencies: core (communication skills, arithmetic, technological, second language), generic (common to several sectors) and specific (knowledge, skills and attitudes to carry out a professional activity). The "job skills" are defined instrumentally as "the ability of people to perform tasks or develop a skill ". Education critic loses all meaning, philosophical, cultural and axiological, to become simple trade or profession. We are educated simply to "work harder and better." To complete the "prosperity", those work skills should "intensify" in postsecondary education and end up monopolizing the so-called generic skills and specific. The quality of education ends turned in preparation for alienated labor and the notion of "quality" reduced powers.
2 .. The secondaries Colombians believe that a democratic educational project is linked to the following purposes: 1. EDUCATING FOR FREEDOM means to propose and develop educational processes that allow the free development, collective creativity, research, and when we talk about education for freedom, we are mentioning the need for new methods and contents that exceed the dogma, authoritarianism and the verticality of the process approach to knowledge. Education for freedom is an education that frees men and women from their bondage, the product of centuries of exclusion and marginalization. Urge an education based on recognizing freedom of conscience, multiculturalism, religious pluralism, political, economic and social equality is not recognized as a slogan but old patterns is an indispensable tool for building societies sovereign, autonomous, and pluralistic. 2. EDUCATING FOR DEMOCRACY. Perhaps in recent decades achieved a change of attitude towards social participation. But participation is not effective if it is aimed at making demagogic exceeding spaces for consultation. Understand democracy beyond the instrumental use of partnership with the electoral situations. Education for democracy is to educate to decide the most part, is to responsibly assume the challenge of defining the direction of a group, a society of a country. Learning for democracy is to know about its history, restrictions which have been made to encourage minority eternal. Education for democracy to break with the military discipline that cuts off views, differences and world views, ie that severs the essence of life in society, conflict. Education for democracy is to educate in the midst of conflict, learn it, live it, not despite, but determined and it productively. It is understood that a true exercise of democracy is one where the strength and expression of the majority of society is who has the historic responsibility of defining their course, their common interests, its what to do, present and future. 3. EDUCATION FOR WORK FOR DEVELOPMENT. Here we from a different concept and development work, it is necessary to understand that an essential aim is to educate for work, understood as the highest creative potential of man and not as a punishment imposed by superior forces him by-product of original sin, which requires to perpetuate the silence and resignation.
3 Estrada, Jairo. Commercial organization and privatization of education. The heavy hand of the law. In: Education and Culture, No. 61, Journal of Studies and Research Center Faculty, Bogotá DC, 2002.
4 National Development Plan 2010-2014, "Prosperity for All", Chapter III, p. 101. National Planning Department.
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