Social Basic Education Program.

The goals  of  the Social Basic Education Program come directly from the goals of the Foundation and specifically from the  integral development conception:

“Development is conceived as a human problem in which the values and attitudes of all the sectors of society are involved, so that peasants who are aware of their situation actively participate in the reconstruction of society. Development cannot be achieved from the outside nor be reduced to successful results only. It’s a growth of individuals and society towards freedom and responsibility”.

Because of this,  the goal and final evaluation criterion is the liberation of the peasants who haven’t been allowed to practice their socio-economic and political self-determination.

Definition

Basic Social Education is a process through which, with a socio-economic action, a man recovers faith in himself and in the social group he belongs to, he discovers the causes that generate his problem, he becomes aware of his creative function, and after the achievement of quantitative changes in his living conditions, he is finally able to look for qualitative changes that will modify the causes that generate his current problems.

Methodology

Our methodology is based on the Foundation’s Principles of Action of which we can explain the following essential elements of the Methodology:

• Internalization of the information and personal experience that ends with a responsible consciousness-raising, because human integral development cannot be achieved from the outside; each group or person must be a sensible promoter of its own development.
• A critical analysis of the socio-economic and political environment because we live in a society that is more or less aware of a social injustice that, each time,  generates more serious situations.
• A reinforcement of human values that are latent in men which, through consciousness- raising, merge coherent and liberating attittudes and behaviours because the base of achievement is faith in the potentiality of the oppressed sectors.
• A concrete and realistic action through systematised mechanisms  that guarantee and stabilise the increasing participation of popular organizations.

Labour Standards

1.  Each peasant group is different and requires specific programming.

The program must be based on a specific diagnostic made with the group’s profile information. The making of this program consists in evaluating quantitatively each indicator, considering the different informative value of each indicator, and through general correlations among educational fields, and particular correlations among different indicators.

The program must be performed with the participation of the developer who tends the group for good. Besides, the pedagogical contents of the fields, subjects, topics and tools have a wide plasticity; but, in order to accomplish an effective adaptability, the teacher must make a serious and creative effort.  

2. The education is inspiration and source of creativity for new ways of socio-economic action.

Experimentation and its implicit attitude of openness to change is an essential element in educative programs.

3. In the general program, the nature of the pedagogical objectives must be clearly differentiated.

Information is the transmission of knowledge, data, news, etc.

Training is to generate skills, administrative, agricultural, and organisational techniques, and all the systems to make the most of the use of the machinery and resources.

Education is a way of encouraging the reinforcement of values, it’s a psychosocial communication.
Values are formed on the basis of:

• Critical Thinking Capacity.
• Consciousness-Raising.
• Attitudes.
• Habits and Behaviours.

In each case the teacher, according to the pedagogic objective of each subject, must use the appropriate discipline:

When forming a critical thinking capacity,  by means of analysis practice. Regarding the consciousness, encouraging responsible commitment; when forming habits, with the repetition of actions; in attitudes, through a motivation and  reflection of values.

1. Location

That the peasant gets to know his physical and social environment; that he acquires  the skills to analyse the problems and obstacles that prevent his development, as well as the skills for analysing the resources he has for solving them; so that he is aware of his situation and of the socio-economic role he and his group play at a regional and national level.

2. Rationality

That the peasant acquires the necessary attitudes and skills for optimizing resources, improving the cost-benefit relation, accepting innovations, manage the market, in a way that he obtains more control over the means of production and establishes short, medium and long term programs.

3. Participation

That the peasant actively participates in the choosing of  projects, the forming and operation of his organizations in a way that he has control over the planting and performance of his work programs so that he has more possibilities of being part of the National common good.

4. Solidarity

That the peasant is willing to commit and support the other members of the group and other less privileged sectors, projecting and sharing his experiences and achievements with them in a way that allows them to join their efforts in the search of common solutions.

5. Organization

That the peasant adquires a social structure under a recognized legal form with institutionalised mechanisms of action in which the representation functions are democratically performed and that allow him to join his efforts to solve common problems.

The location field is the base of all the other fields because of the first three steps of the method: knowledge, critical thinking and consciousness-raising, which have the purpose to promote participation, solidarity and rationality attitudes and behaviours.

In the organisation field the operation systems that work as an effective expression of rationality, participation and solidarity are specified.