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Docentes en Argentina: «El reclamo es justo y debe resolverlo el gobierno»

America del Sur/Argentina/Cba24n
El pedido por la paritaria nacional de la Escuela Pública Itinerante llegó a Córdoba. Baradel habló de una gestión “incapaz”.

Después de la jornada inaugural, la Escuela Pública Itinerante que se instaló en la plaza Agustín Tosco de pleno centro de la ciudad de Córdoba, este jueves continúan las actividades, bajo el lema de una “defensa de la educación pública”.

En su primer día entre talleres y conferencias, hubo un reconocimiento a los organismos de Derechos Humanos, cuya tarea en tierras cordobesas fue central, por haber gestado por caso que el primer juicio por crímenes de lesa humanidad sea en territorio provincial.

La presencia de referentes, entre ellos Sonia Torres de Abuelas de Plaza de Mayo, llevó a un emotivo momento al primer día del espacio gestado por los docentes públicos de todo el país, quienes reclaman al gobierno por el cumplimiento de la Ley de Financiamiento y la convocatoria a una paritaria nacional.

“La educación es un derecho y nadie puede quedar excluido. Acá le decimos no a la mercantilización. Le pedimos al Estado nacional un involucramiento en la suerte de la escuela pública” lanzó el secretario general de la Central de Trabajadores Argentinos (CTA), Hugo Yasky, además de advertir que habría consecuencias por una reciente denuncia a la Organización Internacional del Trabajo (OIT).

La imagen puede contener: 3 personas, personas de pie y personas en el escenario

A su vez, Roberto Baradel, quien desde el Sindicato Único de Trabajadores de la Educación de Buenos Aires (SUTEBA) encabeza la oposición a la gestión nacional con una paritaria aún no resuelta con María Eugenia Vidal, indicó a Canal 10: “La sociedad sabe que nuestro reclamo es justo y que debe resolverlo el gobierno. Y esa sociedad le demostrará en las urnas el resultado si esa incapacidad sigue”.

Para hoy, además de actividades para niños, se tocarán con invitados temáticas que van desde las implicancias de la nueva ley de ART, las neurociencias y la educación y jubilados.

Fuente: http://www.cba24n.com.ar/content/docentes-el-reclamo-es-justo-y-debe-resolverlo-el-gobierno

Imagen tomada de: https://3.bp.blogspot.com/-KPsu3jjuC_M/WUng9jPITnI/AAAAAAAALAI/es5AnAzKf3oAhwf0TnUanALF6w-9kXEFgCLcBGAs/s640/Escuela%2BItinerante.jpg

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Hunger strike over Canada’s treatment of Indigenous peoples proves valuable education for Queen’s Park visitors

Canadá/Junio de 2017/Fuente: Now

Resumen:  El miércoles, 14 de junio, el jefe hereditario de los Pies Negros Davyn Calfchild deja que el fuego ceremonial en frente de su campamento se consuma, poniendo fin a su ayuno de 13 días. Durante casi dos semanas, Calfchild ha acampado a la sombra de la Legislatura de Ontario para llamar la atención sobre las condiciones devastadoras que enfrentan las comunidades indígenas. Apoyado bajo las banderas, junto a la senda, hay una señal hecha a mano que enumera los problemas que el ayuno de Calfchild busca destacar: mujeres y hombres asesinados y desaparecidos, suicidios juveniles en las reservas, víctimas indígenas de la violencia en Thunder Bay y genocidio. Enmarcado en las grietas en la parte superior de una mesa de picnic cerca, uno de los signos de la pizarra dice: «20.000 años en la ‘capilla.»

Under the nose of Edward VII’s horse at Queen’s Park, an array of colourful First Nations flags ripple in the morning breeze.

Swaying among the banners is an upside-down Canada 150 flag and trademark Hudson’s Bay sweater. Neatly printed in thick marker between the trademark horizontal stripes: #Shame150.

On Wednesday, June 14, hereditary Blackfoot Chief Davyn Calfchild lets the ceremonial fire in front of his encampment burn out, ending his 13-day fast. For nearly two weeks, Calfchild has camped in the shadow of the Ontario Legislature to draw attention to the devastating conditions facing Indigenous communities.

Propped up under the flags, next to the footpath, is a handmade sign listing the issues Calfchild’s fast seeks to highlight: murdered and missing women (and men), youth suicides on reserves, Indigenous victims of violence in Thunder Bay and #genocide150. Wedged into the cracks on top of a nearby picnic table, one of the whiteboard signs reads: “20,000 years in the ’hood.”


Calfchild wants it known that the cultural genocide continues in Canada. “Children’s Aid Society has replaced residential schools in taking away Native children and assimilating them,” he says.

Calfchild’s wife, Anishinabe song keeper Cathy Tsong Deh Kwe, has been by her husband’s side throughout the fast.

“In order for us to become more visible, people have to learn more about us. One of the things we have been doing here is educating the public.”

A helmeted cyclist arrives on his bike and empties a bag of firewood onto the pile donated by supporters. He’s told that the fire is burning down but the wood won’t go to waste – one of the fire keepers will take it home. Miigwetch.

John Scully has cycled past Calfchild’s camp every day on his way to work.

Scully, who has worked with Indigenous artists and students, says, “We need to support Indigenous people in their autonomy. They’ve been making decisions for 20,000 years, and we need to stop being the colonizers. We need to stop telling them what to do.

“As Canadians, we are so ignorant of Indigenous issues,” says Scully. “Events like this will help make people aware. I’ve learned a little bit about the process of colonization and about the Two-Row Wampum treaty Davyn was talking about.”

The Two-Row Wampum is a belt made from white and purple beads, the preferred way for First Nations to mark treaties and covenants at the time of first contact.

The treaty, made in 1613 between Dutch settlers and the five nations of the Haudenosaunee (Iroquois), was later extended to include American, British and French settlers and other First Nations. The white beads represent truth, and the two rows of purple beads represent two vessels travelling in parallel: a canoe for the Onkweh:onwhe (original people) and a sailboat for the settlers.

Onondaga Nation Chief Irving Powless Jr. puts the significance of the Two-Row Wampum in context in his 1994 essay:

“As we travel down the road of life together not only with each other, but with the whole circle of life – the animals, the birds, the fish, the water, the plants, the grass, the trees, the stars, the moon and the thunder – we shall live together in peace and harmony, respecting all those elements.

“We shall not pass laws telling you what to do. You shall not pass a law telling me and my people what to do. The Haudenosaunee have never violated this treaty. We have never passed a law telling you how to live. You and your ancestors, on the other hand, have passed laws that continually try to change who I am, what I am and how I shall conduct my spiritual, political and everyday life.”

Calfchild promotes the Two-Row to campsite visitors every chance he gets.

“It’s the key to the future,” he says. “The two nations have to work together side by side, not one dictating to the other.”

John Croutch is an Anishinabe educator who specializes in cultural identity and culinary practices. He’s come down to the park to check in on Calfchild’s fast. He points to the symbols of colonialism all around us.

“This is the original territory of the Wendat and later the Haudenosaunee people,” says Croutch. “What’s been happening here for the last 13 days speaks to the fact that laws were passed to prevent us from living on our land.”

A tour group from the Ministry of Education makes its way to the campsite and stops in front of the flags. Calfchild, surrounded by supporters, welcomes the visitors before he launches into a lecture.

“When it comes to the education in this country – what happened in the residential schools, the 60s scoop, the colonization of our territories, the dishonouring of the treaties, things that need to be renegotiated – it’s the responsibility of Canadian citizens to understand what truly happened to our people and not cover it up.”

The visitors listen quietly, some with their heads bowed.

“We’re not here as enemies; we’re here as your friends. We’re here to help you if you want that help,” Calfchild finishes up. “We have to think about the children and the world we want to leave them. If you can’t be honest in the education system, how can they trust you? How can they trust us? So it’s time for our people and your people to start educating the people properly and start being honest.”

Calfchild thanks the group, and Tsong Deh Kwe announces the protocol for the potlatch celebration that will break the fast. Three community members have joined the fast in solidarity over the last few days.

Before the feasting begins, 81-year-old urban elder and Cree spiritual leader Vern Harper has a few encouraging words for the gathering.


Harper, who experienced a cycle of residential schools and foster homes as a boy, remembers having his mouth washed out with soap as a five-year-old for speaking Cree.

“When we say we’re going to do something, sometimes people will say, ‘I’ll be there in spirit.’ My uncle used to say, ‘Get your ass over there.’  Here I am.” Laughter all around what’s left of the fire.

Harper is the sixth-generation grandson of Big Bear, who fought the last battle between the Cree and the Canadian government in 1885.

“We need to take care of our families and take care of Mother Earth. When we have food, be thankful. I love all of you, and we got to keep struggling, never give up. Don’t be a worrier – be a warrior. Miigwetch.”

Cheers and whoops ring across the park.

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Vietnan: Over 866,000 students take HS Exam

Vietnan/Junio de 2017/Fuente: Vietnan News

Resumen: Más de 866,000 estudiantes de todo el país se reunieron en 2.364 lugares de prueba ayer por la tarde para completar todos los procedimientos de registro para el Examen Nacional de la Escuela Preparatoria de tres días, los estudiantes de examen importante que pasan 12 años preparándose. El examen está programado para correr desde hoy hasta el 24 de junio. Los candidatos tomarán cinco pruebas: matemáticas, literatura, lengua extranjera, ciencias naturales (incluyendo física, química, biología) y ciencias sociales (incluyendo historia, geografía y educación ciudadana). El profesor asociado Mai Văn Trinh, jefe del Departamento de Pruebas y Aseguramiento de la Calidad de la Educación, dijo que las pruebas incluyen un 60 por ciento de conocimientos básicos.

Over 866,000 students across the country gathered at 2,364 testing locations yesterday afternoon to complete all registering procedures for the three-day National High School Exam, the all-important exam students spend 12 years preparing for.

The exam is scheduled to run from today through June 24.

Candidates will take five tests: math, literature, foreign language, natural science (including physics, chemistry, biology) and social science (including history, geography and citizen education).

Associate Professor Mai Văn Trinh, head of the Department of Testing and Education Quality Assurance, said the tests include 60 per cent basic knowledge.

The 40 per cent ‘knowledge’ portion of the tests will be used to classify the levels of candidates. It goes toward university admissions, Trinh said.

As of 2015, high school graduation and university entrance exams have been mixed into one national exam called the national high school exam.

The results of the national high school exam are considered for both high school graduation and university admissions.

New changes made

Deputy Minister of Education and Training Bùi Văn Ga said this is the first year the ministry assigned each locality to chair the exam under instructions from the ministry.

Ga said the ministry has sent representatives to co-operate with localities to organise and ensure a smooth exam for candidates.

This year, all supervisors will take lucky draws before a test to choose their testing room. The move is expected to ensure a transparent exam, he said.

Each testing room only has 24 candidates. In previous years, the number was 30-40 candidates, he said.

Trinh said the ministry has also published sample tests before the real tests so that candidates could prepare more fully.

“This is the first time the ministry has done this,” he added

Candidates are allowed to bring recorders and video cameras into the testing rooms with the conditions that the recorders do not transmit information and receive audio signals, he said.

The purpose of the movement was to allow candidates to record violations in the testing rooms and send to authorised agencies, he added.

Everything ready

Ga said the ministry’s inspection teams has visited localities to check their preparedness for the exam.

Nguyễn Huy Bằng, chief inspector of the Ministry of Education and Training’s Office, said two hotlines will receive complaints and feedback from candidates, parents and others. People can contact 04 3623 1285 and 0923 006 757. Faxes can be sent to 04 3869 3145. Inspectors will verify and deal with violations based on the complaints and feedback.

The hotlines will be operated 24 per hours daily until July 06 when the test-marking activities finish, he said.

Ten inspection teams will randomly visit testing locations, he added.

This year, the Department of High-Tech Crime Prevention under the Ministry of Public Security also participated in the national high school steering committee.

The police force worked with the department of education and training to prepare for incidents related to hi-tech violations during the exam.

In Hà Nội, the city administration has even planned for incidents of flood, thunderstorms, food poisoning.

The health sector has conducted more inspections to ensure on food hygiene and safety. It arranged medical staff and medicines to be ready at testing locations in case of food poisoning and emergencies. Additionally, mobilised medical teams stand at the ready.

The Hà Nội Youth Union made plans to deal flooding during the exam. The voluntary team of up to 10,000 members was tasked to provide assistance if necessary.

According to the National Centre for Hydro-meteorological Forecasting, Vietnamese temperatures will range from 23-35 degrees Celsius during the next three days.

Hà Nội and HCM City are the two localities with the highest number of candidates. The number is 72,939 in Hà Nội and 71,469 in HCM City.

In a related movement, the Hà Nội’s Education and Training Department yesterday announced results of the high school entrance exam.

Candidates can access hanoi.edu.vn to search the results. Around 76,000 students in Hà Nội attended the high school entrance exam last Friday.—

Fuente: http://vietnamnews.vn/society/education/378760/over-866000-students-take-hs-exam.html#ohdQWLEjGehP0ahc.97

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Alemania: Knowledge is power: Humboldt’s educational vision resonates on 250th birthday

Alemania/Junio de 2017/Fuente: Made for Minds

Resumen: Un lingüista cosmopolita, filósofo, estadista y escritor en uno, Wilhelm von Humboldt hoy sería un buen ministro de educación alemán. Hablaba con fluidez los principales idiomas del viejo y nuevo mundo y vivió largos períodos de su ajetreada vida en los centros culturales europeos más importantes como París, Roma, Londres, Viena y Berlín. A pesar de estar a veces en la sombra de su hermano bien viajado Alejandro, era igualmente significativo, especialmente por su trabajo pionero como reformador de la educación.

Considered the father of the modern university, Wilhelm von Humboldt revolutionized public education in Germany. But on his 250th birthday, how does Humboldt’s legacy live on?

A cosmopolitan linguist, philosopher, statesman and writer in one, Wilhelm von Humboldt would today make a good German education minister.

He was fluent in the principal languages ​​of the old and new world, and lived through long periods of his busy life in the most important European cultural centers such as Paris, Rome, London, Vienna and Berlin. Even though he was sometimes in the shadow of his well-traveled brother Alexander, he was equally significant, especially for his pioneering work as an education reformer.

The road to enlightenment

Wilhelm von Humboldt’s whole life was essentially an educational journey. After the early death of his father – who served as chamberlain to Frederick the Great – Humboldt had already received excellent education from private tutors that continued into his youth. His mother, born to prosperous Huguenot merchants, sought the best philosophers, reformist educators and polymaths to not only teach her sons the basics, but explain the world to them.

A young Wilhelm von Humboldt (Imago/Imagebroker)

The young Wilhelm von Humboldt

The boys were quickly instilled with a fascination with research, intellectual curiosity and Prussian discipline – and would go on to achieve excellence in their professions.

Like his brother, Wilhelm had intensive contact with the great minds of his time, among them Schiller, Goethe, Fichte and Schleiermacher. They also closely studied the modern philosophy of Kant. Thanks to his family’s wealth, the Humboldt brothers werefinancially independent and could freely pursue their personal interests.

Wilhelm von Humboldt entered the Prussian state service in 1790 at the age of 23, but was bored and quickly resigned. He then married Karoline von Dacheröden, who regularly ran salons for poets, philosophers and politicians in the family home as they traveled Europe when Wilhelm later worked as a diplomat.

A highly educated art historian, Karoline was also an emancipated young woman who dared to to wear men’s dress when horse riding because it was more practical. Wilhelm, on the other hand, spent time looking after his children at home, which went against the Prussian military ideal of masculinity at the time.

In Weimar in 1803, Wilhem von Humboldt and brother Alexander listen as Goethe (center) holds court

Early in the marriage, the couple undertook extensive journeys through France and Spain, some of them into inaccessible areas high in the Pyrenees where travelers at the time rarely strayed. They also journeyed with three children – together with their tutors, of course.

From diplomat to education reformer

In 1802, Wilhelm von Humboldt entered the Prussian civil service for the second time. On this occasion he was lucky enough to be sent to Rome as a diplomat. Together with Karoline, then a close friend of Schiller’s wife Charlotte von Lengsfeld, he led a lavish social life in Rome among the liberal intelligentsia. Writers, scholars and famous artists such as the painter Angelika Kauffmann visited the Humboldt home, as did Wilhelm’s brother Alexander.

But after Prussia was invaded by France in 1806, and the country was left bankrupt and its people starving, Wilhelm was summoned to Berlin in 1808 and appointed to the post of director of education.

School education in Prussia was rigid and anachronistic, with no separation between church and state. Curriculum was strict and women were denied access to education. But Humboldt soon ushered in a new age of education. Born of his humanistic educational ideals, in 1810 Humboldt  introduced a uniform three-level school system in Prussia from elementary through to high school. He abolished the «disastrous training pedagogy,» as he called it.

Humboldt also invented the modern research university when, in 1811, he founded Berlin University (now Humboldt University). Promoting the latest teaching methodology, the university sees Prussia develop the most advanced educational system in Europe.

Wilhelm von Humboldt's memorial in Berlin at the Humboldt University (picture alliance/Arco Images/Schoening)Wilhelm von Humboldt’s memorial in Berlin at the Humboldt University, which he founded in 1811 and where Einstein once studied

Utopian ideals

As he reformed an antiquated curriculum, Humboldt insisted that teachers and university professors should be an «advocate for the education of young people.» Systematic learning and holistic education through art and music were just as important as mathematics to the training of the mind, according to Humboldt.

The ability to think critically would be more important than strict vocational training. «Knowledge is power and education is liberty,» was Humboldt’s credo.

When Wilhelm von Humboldt died in Berlin-Tegel on April 8, 1835, he left behind a powerful new school of thought. His ideal was to nurture educated, confident citizens, independent of their class or family background.

These educational ideals could serve as a model for present-day school and education policy in Germany. But regional political interests and packed curricula – which still have their origin in the strict Prussian administration – stand in the way. Humboldt’s cosmopolitan, liberal-minded educational philosophy remains a utopian ideal in Germany.

Fuente: http://www.dw.com/en/knowledge-is-power-humboldts-educational-vision-resonates-on-250th-birthday/a-39363583

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Venezuela: Sistema educativo nacional promueve el amor por la Patria y sus símbolos

Venezuela/Junio de 2017/Fuente: MPPE

Parte de los fines de la educación pública venezolana es promover el amor a la Patria y a nuestros símbolos, motivo por el cual iniciamos una jornada para insistir, desde nuestras escuelas y liceos, en el respeto y el buen uso de nuestra bandera nacional”, expresó el ministro del Poder Popular para la Educación, Elías Jaua, este martes, desde la Escuela Ecosocialista Arañero de Sabaneta de Fuerte Tiuna, en Caracas.

“Desde nuestras escuelas y liceos públicos formamos niños, niñas y jóvenes republicanos que aman profundamente a su Patria. Que aprenden el valor de la convivencia, la paz y el amor por lo que nos pertenece y lo que somos. Hacemos esfuerzos para reafirmar los principios de independencia, soberanía y de inmunidad de nuestra República Bolivariana de Venezuela. La idea es consagrar el principio de autodeterminación de los pueblos”, insistió el ministro Jaua.

Del mismo modo, Jaua reiteró que “nuestra Bandera debe cobijarnos a todos y por ello la honraremos toda esta semana. Los niños, niñas, maestros, maestras y los trabajadores le rendirán tributo en liceos, escuelas públicas y simoncitos, en el marco de la conmemoración de la Batalla de Carabobo”, destacó Jaua.

El responsable del despacho educativo refirió que “por más profundas que sean las diferencias políticas no se puede utilizar a la bandera como un elemento de división; no podemos permitir que nos la arrebaten como espíritu de unidad nacional”.

“La Bandera de Venezuela, con la cual Simón Bolívar libertó a todo el Continente Suramericano, es de todos pese a las diferencias y posiciones políticas. Con nuestra bandera nos liberamos y liberamos a todo un continente; con nuestra bandera hemos luchado en los momentos más difíciles de nuestra Patria; con nuestra bandera hemos celebrado nuestros triunfos deportivos, culturales y como nación”, enfatizó Jaua.

Llamado a la paz

El ministro Jaua apuntó que los niños, niñas y jóvenes quieren paz y “ése es su derecho”, por lo cual “la dirigencia política revolucionaria y la opositora tienen que garantizar el derecho a vivir en paz de los niños, niñas y jóvenes de Venezuela. No pueden seguir muriendo jóvenes por la ambición de poder de un grupo que se niega a esperar los procesos electorales que corresponden. Habrá elecciones el 30 de julio, en el mes de diciembre y las presidenciales tendrán lugar en el año 2018. No se justifica el ejercicio de la violencia donde mueren jóvenes sin ninguna razón”, puntualizó Jaua.

Por su parte, uno de los autores de los libros de la Colección Bicentenario, Omar Hurtado, dijo que los símbolos patrios merecen respeto y “hacerle un homenaje a la bandera nacional es hacérselo al país, a los jóvenes y al futuro”.

“No podemos permitir que la bandera venezolana sea irrespetada; hay que enarbolarla con orgullo y se debe cantar aquella hermosa canción que aprendimos en la escuela unitaria: Bandera de Venezuela, ¿por qué yo te quiero tanto?”, finalizó Hurtado.

(FIN//Texto: Pablo Duarte/Fotos: Tom Grillo)

 Los niños y niñas de la UE El Arañero de Sabaneta rindieron homenaje a la Bandera Nacional.

Fuente: http://www.me.gob.ve/index.php/noticias/83-noticias-2027/mayo-2/3011-sistema-educativo-nacional-promueve-el-amor-por-la-patria-y-sus-simbolos

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Hungary in talks with U.S. officials on higher education amendment

Hungría/Junio de 2017/Fuente: Bussines Journal

Resumen:  En su carta, fechada el 15 de junio, la Secretaria DeVos expresó su aprecio por la información que Balog le había proporcionado sobre la enmienda de la ley y el estatus de la Universidad Central Europea de Budapest (CEU). También tomó nota de las otras instituciones de educación superior con vínculos de los Estados Unidos que podrían verse afectadas por la enmienda.»La educación es principalmente una responsabilidad estatal y local en los Estados Unidos», explicó la secretaria en su carta. «Las instituciones de educación superior de los Estados Unidos que participan en actividades de educación superior en Hungría fueron autorizadas o autorizadas por una autoridad estatal competente y acreditadas por un acreditado estadounidense reconocido por el Secretario de Educación de los Estados Unidos».

In her letter, dated June 15, Secretary DeVos expressed appreciation for the information Balog had provided her regarding the amendment of the law and the status of Budapestʼs Central European University (CEU). She also took note of the other higher educational institutions with U.S. ties that might be affected by the amendment.

«Education is primarily a state and local responsibility in the United States,» the secretary explained in her letter. «The U.S. higher education institutions engaged in higher education activities in Hungary were all chartered or authorized by a competent state-level authority and are accredited by a U.S.-based accreditor recognized by the U.S. Secretary of Education.»

Regarding the stipulation in the amendment requiring that an interstate agreement be signed before foreign universities may award degrees in Hungary, DeVos wrote that the feasibility of such agreements needed to be discussed with state-level authorities.

In his reply on Wednesday, Balog welcomed the secretaryʼs acknowledgement of the changes in Hungarian regulations and said that Hungarian officials have already contacted the states of Maryland, Massachusetts and New York.

«We hope that the negotiating parties will come to a mutually satisfying resolution concerning this complex legal issue,» he said.

Hungary passed legislation tightening rules governing the operations of foreign universities in the country in April. The amendment, seen by many as a deliberate attack on the CEU, founded by U.S. financier George Soros, stipulates that to issue degrees in Hungary, foreign-registered universities have to undertake education in their home countries or have an interstate agreement sanctioning their activities in Hungary. The government initiated talks on the issue with the U.S. in April.

Previously, the U.S. called on the Hungarian government to suspend the amendment on higher education in the wake of its adoption.

Fuente: https://bbj.hu/politics/hungary-in-talks-with-us-officials-on-higher-education-amendment-_134721

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No classrooms, lessons or homework: New Zealand school where children are free to roam

Nueva Zelanda/Junio de 2017/Fuente: The Guardian

Resumen: Entre las corrientes y los árboles de Kauri, el sur rural de Auckland, la escuela alternativa más nueva  de Nueva Zelanda está en sesión. El tiempo está distribuido entre una sesión de pesca, seguido por el almuerzo cocinado en una chimenea. ¿Tareas y clases? Indefinidamente despedidos. «Nos llaman una escuela, pero no nos parecemos a ninguna escuela ahí fuera», dice Joey Moncarz, cofundador y director de la Escuela Deep Green Bush, que se encuentra en el término dos de su año inaugural. «No hacemos cosas como decirle a los niños que es hora de escribir o aprender matemáticas. Cuando están interesados en hacerlo, lo hacen. «

Deep among the streams and Kauri trees of rural south Auckland, New Zealand’s newest and most alternative school is in session. The weather is fine so a bout of fishing is in order, followed by lunch cooked on an open fire. Homework and classes? Indefinitely dismissed.

“We are called a school but we look nothing like any school out there,” says Joey Moncarz, co-founder and head teacher at Deep Green Bush School, which is in term two of its inaugural year.

“We don’t do things like telling kids it is time to write or learn maths. When they are interested in doing it, they do it.”

Moncarz is an ex-mainstream teacher. After five, frustrating years in mainstream schools in New Zealand he quit to found Deep Green Bush school, which has a roll of eight, and no classroom walls, time-out chairs or tests.

Concerned that mainstream schools were not preparing children for the global problems of the future – such as climate change –Moncarz envisioned a radically different kind of education, rooted in the primal skills of hunting, gathering and survival.

If the weather allows, pupils spend the majority of their day outdoors, exploring the New Zealand bush, learning to fish and hunt, trapping possums (which are considered a pest) and learning about the flora and fauna of their home.

The more traditional school skills, such as reading, writing and arithmetic, are acquired at their own pace, after they begin showing an interest in them. Not, says Moncarz, when the teacher dictates it is time to learn.

“We don’t have what you’d traditionally consider problem kids,” says Moncarz .

“Our parents saw their kids were unhappy and stressed in mainstream education and they started questioning; is it normal or right for kids to come home stressed and unhappy? Having taught in a mainstream school, I’d say most kids are stressed and unhappy.”

Bush school is registered with the Ministry of Education as an independent school, and therefore does not have to abide by the standard New Zealand curriculum, although it is subject to ministerial oversight.

Loosely inspired by the Sudbury Valley School in the US, which in turn was inspired by A.S Neill’s Summerhill school in the UK, since launching in January Moncarz has been fielding requests from around New Zealand and abroad to open chapters of Bush School in places as far afield as China and Europe.

Dr David Berg, a senior lecturer in education at the University of Otago, says there is a growing precedent for alternative “bush” schools worldwide, especially in Scandinavia, where some kindergarten children go ice-fishing during the school day.

However he says educators need to be careful that children are offered the full-range of skills required to get by and find employment in the modern world.

“Lots of people feel there is a disconnect with nature and the outdoors and people value that and are drawn to it,” says Dr Berg.

“In a modern society to be successful there are a range of skills to be developed and perhaps only some of those can be developed outside.”

Cathy Wylie Chief Researcher at the New Zealand Council for Educational Research said: “Deep Green Bush school is an outlier in terms of NZ schools.

“We’ve certainly had some private schools set up by parents and teachers that have drawn inspiration from schools like Summerhill, but nothing that has designed its programme and pedagogy in such a focused way around hunting and gathering.”

Moncarz insists that the school isn’t an “experiment” in education, and is based on two millions years of evidence of how parents have raised their kids, at one with nature.

“We don’t want to be one of a kind, we want to replace mainstream schools,” Moncarz.

“We are using the same wisdom parents have used to teach their kids for millions of years. Locking kids in a classroom and forcing them to learn just causes a lot of problems.”

Fuente: https://www.theguardian.com/world/2017/jun/20/no-classrooms-lessons-homework-new-zealand-school-children-are-free-to-roam

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