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Literacy is Everyone's Business

Paulo Freire and Literacy Programs in Latin America
by

Isa Gatty

on 11 May 2014

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Transcript of Literacy is Everyone's Business

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Good Afternoon! Boa Tarde Minimum age: EJA - 14 and MOVA - 15.
LGA’s hotline and website provide the names of the organisations participating in the program.
To become a trainer, participants must have:
completed at least Year 8,
live in the LGA,
and become members of MOVA.
Teachers organise classrooms, receive training and weekly supervision.
Classrooms: Minimum 15 – Maximum 25 learners.
3-hour classes during the week and on Saturdays. MOVA and EJA Literacy is everyone’s business:
Paolo Freire and literacy programs in Latin America http://www.freireproject.org/

http://www.unesco.org/en/confinteavi/

http://www.ensenachile.cl/

http://didactica.udea.edu.co/AQTCR/

http://biblioburro.com/

http://www.isc.org.au/pdf/NoMoreExcuses_FINAL%20FINAL%20single%20page.pdf

http://www.ecured.cu/index.php/Programa_cubano_de_alfabetizaci%C3%B3n_Yo_si_Puedo

http://www.oag.govt.nz/2005/twoa/part7.htm

http://www.arrowmight.ca/

http://www.lowitja.org.au/wilcannia-hosts-aboriginal-adult-literacy-pilot-project For more Information; To adapt Yo Si Puedo (Yes I Can) in Timor Leste, Cuban teachers trained over 400 local tutors to run classes in every part of the country.
In 2004, nearly 50% of the population of Timor-Leste was illiterate, by January 2010 over 45,000 adults, nearly one fifth of the total illiterate population, had successfully completed a thirteen week basic literacy course.
The extraordinary achievements of this campaign are based on original research undertaken by Bob Boughton and Deborah Durnan from the University of New England in Armidale NSW.
Now, Bob is now running Yo Si Puedo in Wilcannia NSW. Timor Leste and Australia The method:
• Eyes and Ears: Looking and Listening
• Ears and Book: Listening and Reading
• Ears and Pencil: Listening and Writing
Resources:
• Facilitator’s guide
• Student’s workbook
• 17 videos Ensena Chile – Teach Chile Foundation:
Funded by donations from private enterprises and some support from the Chiliean Ministry of Education,
To train qualified professionals in different areas to teach in the most vulnerable schools across Chile for 2 years.
To provide quality education to all Chileans because one teacher can transform the lives of many.

Yo te Enseno – I teach you – National program to teach digital literacy across communities Chile National Literacy Campaign 1963-1964 Literacy through Awareness 1943 - Philosophy of language while undergoing a degree in Law. High school Portuguese teacher.
1946 - Director of Culture and Social Services Education Portuguese literacy - low socio economic backgrounds. In Brazil at that time, literacy was a requirement for voting in presidential elections.
1961 - Director of Cultural Extensions at the University of Recife.
1962 - test group of 300 sugar cane workers: read and write in only 40 hours without textbooks in just 45 days. Freire criticised the traditional method of teaching literacy using textbooks only. Why Paulo Freire? Adult Literacy Pilot - full-scale campaign across Australia.
Workplace LLN program – LLN mentors in the workplace.
Volunteer your time and get involved in your community.
Organise an event: http://www.love2read.org.au/

Remember, Literacy is everyone’s business!! What next? Each course runs for 10–13 weeks
Graduates will be provided with opportunities to pursue further studies or vocational activities based on their new-found literacy skills.
Graduates will be supported by a Post-Literacy Coordinator, who will work with local authorities and Wilcannia Central School to design individual pathways for each participant.
The aim of this pilot project is to assess whether this model can be applied successfully in an Aboriginal community, and to discover what would be involved in up-scaling it to other regions. Adult Literacy Pilot – Wilcannia NSW 2003 - University of New Zealand piloted Yo Sí Puedo in two Maori and one Pacific Islander communities ­with more than 5000 participants.
Under the name Green Light - As of June 2008, 2092 of 3168 people had become literate and high retention rates had been maintained.

2006 - The University of New Zealand assisted the Canadian government in implementing Yo Si Puedo for various Indigenous communities.
Under the name ArrowMight - At the conclusion of the 44-week pilot:
92% of students had successfully completed the first module
67% graduated from ArrowMight. New Zealand and Canada 11 classes: Writing and Script correction through games.
2 classes: Reading and writing own sentences.
At the end of the program, participants practice reading and writing without audio-visual support.

There is a complimentary program called "Yo, sí puedo seguir” – ‘I can continue’ which assists participants finalise studies equivalent to up Year 6.
This method is inexpensive and flexible enough to be adapted to any country and/or community. It has been used in 28 countries, including New Zealand and Canada. Consolidation 23 classes: Letters and phonics.
19 classes: For Spanish Literacy, special exercises to deal difficulties such as double consonants and special sounds.
In these exercises, participants connect:
• a known number with an unknown letter
• a simple figure with a word from the vocabulary list
Then, participants:
• determine key words inside a sentence
• divide these words into syllables
• create new words, using syllables
• write a new sentence Literacy 5 classes:
Psychomotor skills,
Oral communication
Numbers up to 30.

5 classes: Vowels Active Learning 10 Active Learning Classes

42 Reading and Writing Classes

13 Consolidation Classes Training Program 5 minutes – Icebreaker – Teacher and students discuss difficulties and find ways to address them.
15 minutes - participants watch a video followed by a 10-minute break.
15 minutes – participants discuss the video followed by a 10-minute break.
30 minutes – interactive learning using workbook.
15 minutes – discussion and analysis.
Weekends could be used for catch up classes.
Levels should not be advanced until all participants have agreed they are ready to proceed.
Teachers must prepare lessons according to the videos. Class Structure Yo si Puedo – Yes I can:
'alphanumeric' method – Each class is based on a combination of a letter with a number, for example, ‘a’ + ‘1’.
Delivered via audiovisual technology in 65 classes
Runs for a minimum of 7 weeks and a maximum of 3 months.
It takes participants from the known to the unknown.
As in Freire’s method, engages participants by discussing their social, economic and political environment.
Participants own and control their learning process. Yo si puedo Literacy is a fundamental human right and the foundation for lifelong learning.
For individuals, families, and societies alike, it is an instrument of empowerment to improve:
one’s health,
one’s income,
and one’s relationship with the world.
(UNESCO) Knowledge is power • 1940, government’s mass literacy campaign + increase in education expenditure. Schools could be attended either in the morning or in the afternoon and, in the evening, schools became adult education learning centres.
• Literacy became everyone’s business, as schools and churches trained everyday people on how to teach basic literacy. Teaching materials and books were donated by private, public entities and the general population.
• Volunteers travelled to remote communities to work with indigenous populations.
• 40 years later, the mass campaign was called ‘Acude’ or “Attend”. Funded by private and public entities, and based on SONO-ESTUDIO Learning sounds (records, cassettes, books and a record/cassette player), the program used air time donated by TV and radio stations. Employees from private and public organisations learnt the system and helped fellow workers before/after work and during lunch breaks. Venezuela 1969 – Professor - Harvard University
1970 – Education Reform Advisor – UNESCO
1980-1986 – Adult Literacy Project Supervisor
1989-1991 – MOVA – Adult Literacy Movement
This program led to the creation of EJA – Education for Young People and Adults.
MOVA - partnership with industry, religious groups, non for profit organisations & neighbourhood centres across a Local Government Area. They have groups for mature learners, and people with a disability.
EJA has centres within the school system. Knowledge is Power 1968 – Pedagogy of the Oppressed
Freire calls traditional pedagogy the "banking model" because it treats the student as an empty vessel to be filled with knowledge, like a piggybank.
Freire proposes for a pedagogy that treats the learner as a co-creator of knowledge. Pedagogy of the Oppresed To create social consciousness by allowing students to discuss everyday problems, comprehend the world that surrounds them and understand their social reality. Objective of Adult Literacy Building a universal vocabulary.

Separating syllables using words.

Forming new words, using syllables with different vowels.

Social consciousness – processing learning situations. The Method Teacher and students work together to:
1. Research: Choosing the most significant words and themes in the students’ lives, including the words used by that particular community.
2. Create Awareness: Analysing the social meaning of those words and themes.
Challenge: Through dialogue, teacher asks students to focus their attention on the reality that surrounds them, and posed as a problem, defies and inspires them to challenge that reality.

Research – Awareness - Challenge Phases:
Recife - September 19, 1921 / São Paulo - May 2, 1997 Paulo Neves Freire Isabel Osuna-Gatty
Workplace English Language and Literacy Broker
Community Services and Health Industry Skills Council

Phone: 02 82266634
Email: wellbroker@cshisc.com.au

www.cshisc.com.au
Click on Workforce Development – Funding Available Contact Participants are assessed based on 3 levels:
1. True Illiterate
2. Semi-illiterate
Illiterate with a disability

There are also versions of the program:
In Braille and
for people with intellectual disabilities. Yes I can Countries such as Argentina, Bolivia, Chile, Cuba, Uruguay and Venezuela, have a literacy rate of 97% or more, and are considered technically free of illiteracy.

In 2008, Cuba spent almost 14% of its GNP in education, while Australia spent 4.63%. Literacy needs to become everyone’s business Almost half of all Australians cannot confidently:
read newspapers,
follow a recipe,
make sense of timetables,
or understand the instructions on a medicine bottle. NO MORE EXCUSES According to UNESCO:
13 countries of 19 which comprise Latin America have an average adult literacy rate between 90 and 100%.
Out of 51.8% of the total global illiterate population, only 4.6% of Latin Americans are deemed illiterate.
ALL Latin American countries have guaranteed free education, including university studies. Statistics Teachers are taught digital literacy online.




And a lone teacher takes on remote communities riding on his donkey library. Colombia Literacy is everyone’s business:
Paolo Freire and literacy programs in Latin America http://www.freireproject.org/

http://www.unesco.org/en/confinteavi/

http://www.ensenachile.cl/

http://didactica.udea.edu.co/AQTCR/

http://biblioburro.com/

http://www.isc.org.au/pdf/NoMoreExcuses_FINAL%20FINAL%20single%20page.pdf

http://www.ecured.cu/index.php/Programa_cubano_de_alfabetizaci%C3%B3n_Yo_si_Puedo

http://www.oag.govt.nz/2005/twoa/part7.htm

http://www.arrowmight.ca/

http://www.lowitja.org.au/wilcannia-hosts-aboriginal-adult-literacy-pilot-project For more Information; Each course runs for 10–13 weeks
Graduates will be provided with opportunities to pursue further studies or vocational activities based on their new-found literacy skills.
Graduates will be supported by a Post-Literacy Coordinator, who will work with local authorities and Wilcannia Central School to design individual pathways for each participant.
The aim of this pilot project is to assess whether this model can be applied successfully in an Aboriginal community, and to discover what would be involved in up-scaling it to other regions. Adult Literacy Pilot – Wilcannia NSW To adapt Yo Si Puedo (Yes I Can) in Timor Leste, Cuban teachers trained over 400 local tutors to run classes in every part of the country.
In 2004, nearly 50% of the population of Timor-Leste was illiterate, by January 2010 over 45,000 adults, nearly one fifth of the total illiterate population, had successfully completed a thirteen week basic literacy course.
The extraordinary achievements of this campaign are based on original research undertaken by Bob Boughton and Deborah Durnan from the University of New England in Armidale NSW.
Now, Bob is now running Yo Si Puedo in Wilcannia NSW. Timor Leste and Australia 2003 - University of New Zealand piloted Yo Sí Puedo in two Maori and one Pacific Islander communities ­with more than 5000 participants.
Under the name Green Light - As of June 2008, 2092 of 3168 people had become literate and high retention rates had been maintained.

2006 - The University of New Zealand assisted the Canadian government in implementing Yo Si Puedo for various Indigenous communities.
Under the name ArrowMight - At the conclusion of the 44-week pilot:
92% of students had successfully completed the first module
67% graduated from ArrowMight. New Zealand and Canada 23 classes: Letters and phonics.
19 classes: For Spanish Literacy, special exercises to deal difficulties such as double consonants and special sounds.
In these exercises, participants connect:
• a known number with an unknown letter
• a simple figure with a word from the vocabulary list
Then, participants:
• determine key words inside a sentence
• divide these words into syllables
• create new words, using syllables
• write a new sentence Literacy The method:
• Eyes and Ears: Looking and Listening
• Ears and Book: Listening and Reading
• Ears and Pencil: Listening and Writing
Resources:
• Facilitator’s guide
• Student’s workbook
• 17 videos 5 minutes – Icebreaker – Teacher and students discuss difficulties and find ways to address them.
15 minutes - participants watch a video followed by a 10-minute break.
15 minutes – participants discuss the video followed by a 10-minute break.
30 minutes – interactive learning using workbook.
15 minutes – discussion and analysis.
Weekends could be used for catch up classes.
Levels should not be advanced until all participants have agreed they are ready to proceed.
Teachers must prepare lessons according to the videos. Class Structure • 1940, government’s mass literacy campaign + increase in education expenditure. Schools could be attended either in the morning or in the afternoon and, in the evening, schools became adult education learning centres.
• Literacy became everyone’s business, as schools and churches trained everyday people on how to teach basic literacy. Teaching materials and books were donated by private, public entities and the general population.
• Volunteers travelled to remote communities to work with indigenous populations.
• 40 years later, the mass campaign was called ‘Acude’ or “Attend”. Funded by private and public entities, and based on SONO-ESTUDIO Learning sounds (records, cassettes, books and a record/cassette player), the program used air time donated by TV and radio stations. Employees from private and public organisations learnt the system and helped fellow workers before/after work and during lunch breaks. Venezuela Ensena Chile – Teach Chile Foundation:
Funded by donations from private enterprises and some support from the Chiliean Ministry of Education,
To train qualified professionals in different areas to teach in the most vulnerable schools across Chile for 2 years.
To provide quality education to all Chileans because one teacher can transform the lives of many.

Yo te Enseno – I teach you – National program to teach digital literacy across communities Chile Minimum age: EJA - 14 and MOVA - 15.
LGA’s hotline and website provide the names of the organisations participating in the program.
To become a trainer, participants must have:
* completed at least Year 8,
* live in the LGA,
* and become members of MOVA.
Teachers organise classrooms, receive training and weekly supervision.
Classrooms: Minimum 15 – Maximum 25 learners.
3-hour classes during the week and on Saturdays. MOVA and EJA 1969 – Professor - Harvard University
1970 – Education Reform Advisor – UNESCO
1980-1986 – Adult Literacy Project Supervisor
1989-1991 – MOVA – Adult Literacy Movement
This program led to the creation of EJA – Education for Young People and Adults.
MOVA - partnership with industry, religious groups, non for profit organisations & neighbourhood centres across a Local Government Area. They have groups for mature learners, and people with a disability.
EJA has centres within the school system. Knowledge is Power National Literacy Campaign 1963-1964 Teacher and students work together to:
1. Research: Choosing the most significant words and themes in the students’ lives, including the words used by that particular community.
2. Create Awareness: Analysing the social meaning of those words and themes.
3. Challenge: Through dialogue, teacher asks students to focus their attention on the reality that surrounds them, and posed as a problem, defies and inspires them to challenge that reality.

Research – Awareness - Challenge Phases: Literacy through Awareness 1943 - Philosophy of language while undergoing a degree in Law. High school Portuguese teacher.
1946 - Director of Culture and Social Services Education Portuguese literacy - low socio economic backgrounds. In Brazil at that time, literacy was a requirement for voting in presidential elections.
1961 - Director of Cultural Extensions at the University of Recife.
1962 - test group of 300 sugar cane workers: read and write in only 40 hours without textbooks in just 45 days. Freire criticised the traditional method of teaching literacy using textbooks only. Why Paulo Freire? Adult Literacy Pilot - full-scale campaign across Australia.
Workplace LLN program – LLN mentors in the workplace.
Volunteer your time and get involved in your community.
Organise an event: http://www.love2read.org.au/

Remember, Literacy is everyone’s business!! What next? 11 classes: Writing and Script correction through games.
2 classes: Reading and writing own sentences.
At the end of the program, participants practice reading and writing without audio-visual support.

There is a complimentary program called "Yo, sí puedo seguir” – ‘I can continue’ which assists participants finalise studies equivalent to up Year 6.
This method is inexpensive and flexible enough to be adapted to any country and/or community. It has been used in 28 countries, including New Zealand and Canada. Consolidation 10 Active Learning Classes

42 Reading and Writing Classes

13 Consolidation Classes Training Program Participants are assessed based on 3 levels:
1. True Illiterate
2. Semi-illiterate
Illiterate with a disability

There are also versions of the program:
In Braille and
for people with intellectual disabilities. Yes I can Yo si Puedo – Yes I can:
* 'alphanumeric' method – Each class is based on a combination of a letter with a number, for example, ‘a’ + ‘1’.
* Delivered via audiovisual technology in 65 classes
* Runs for a minimum of 7 weeks and a maximum of 3 months.
* It takes participants from the known to the unknown.
As in Freire’s method, engages participants by discussing their social, economic and political environment.
Participants own and control their learning process. Yo si puedo Countries such as Argentina, Bolivia, Chile, Cuba, Uruguay and Venezuela, have a literacy rate of 97% or more, and are considered technically free of illiteracy.

In 2008, Cuba spent almost 14% of its GNP in education, while Australia spent 4.63%. Literacy needs to become everyone’s business Almost half of all Australians cannot confidently:
* read newspapers,
* follow a recipe,
* make sense of timetables,
* or understand the instructions on a medicine bottle. NO MORE EXCUSES Literacy is a fundamental human right and the foundation for lifelong learning.
For individuals, families, and societies alike, it is an instrument of empowerment to improve:
one’s health,
one’s income,
and one’s relationship with the world.
(UNESCO) Knowledge is power According to UNESCO:
13 countries of 19 which comprise Latin America have an average adult literacy rate between 90 and 100%.
Out of 51.8% of the total global illiterate population, only 4.6% of Latin Americans are deemed illiterate.
ALL Latin American countries have guaranteed free education, including university studies. Statistics 1968 – Pedagogy of the Oppressed
Freire calls traditional pedagogy the "banking model" because it treats the student as an empty vessel to be filled with knowledge, like a piggybank.
Freire proposes for a pedagogy that treats the learner as a co-creator of knowledge. Pedagogy of the Oppresed To create social consciousness by allowing students to discuss everyday problems, comprehend the world that surrounds them and understand their social reality. Objective of Adult Literacy
Recife - September 19, 1921 / São Paulo - May 2, 1997 Paulo Neves Freire Isabel Osuna-Gatty
Workplace English Language and Literacy Broker
Community Services and Health Industry Skills Council

Phone: 02 82266634
Email: wellbroker@cshisc.com.au

www.cshisc.com.au
Click on Workforce Development – Funding Available Contact 5 classes:
Psychomotor skills,
Oral communication
Numbers up to 30.

5 classes: Vowels Active Learning Teachers are taught digital literacy online.




And a lone teacher takes on remote communities riding on his donkey library. Colombia Building a universal vocabulary.

Separating syllables using words.

Forming new words, using syllables with different vowels.

Social consciousness – processing learning situations. The Method Head Body Body Body Body Body Body Body Body Body Body Body Body
Full transcript