[hr-education] Re: "Modelo problematizador" - A pedagogical approach to HRE

[***Moderator's note: This message was originally post on our sisterlist
"educa-dh". It is a response to an article by Abraham Magendzo distributed
on the list in July. The English translation follows below the Spanish
original.***]


Saludos a lectores y participantes de la lista. Abraham nuevamente nos
"provoca" a pensar y trabajar por el desarrollo de la educación en
derechos humanos. Primero que nada, de nuevo gracias a Abraham por esta
tarea que se ha impuesto consistentemente. Unos comentarios.

Creo que el modelo problematizador es fundamental para que la educación
sea una en y para los derechos humanos, en vez de sobre los derechos
humanos. Entender el mundo como un problema en busca de alternativas es
central para posicionarnos como sujetos de derechos.

La pedagogía de la pregunta en la que tanto insistía Freire es fundamental
para la educación en derechos humanos.

Creo que este escrito es una aportación importante al desarrollo de la EDH
desde una perspectiva crítica y emancipadora, que después de todo son
valores fundamentales que deben regir la EDH.

Sobre los momentos centrales del modelo problematizador sobre los que
abunda Abraham en el escrito, unas ideas: El uso del término diagnóstico
para el "momento del diagnóstico", me choca con las ideas que se exponen.
Es que me lleva al modelo médico que tanto se ha usado en la educación en
modelos deficitarios y de solución clínica por expertos. Tal vez un mejor
término podría ser "momento del descubrimiento", "momento de exploración",
"reconocimiento", "identificación".....

Creo que en el "momento del desarrollo" se puede elaborar sobre prácticas
educativas "constructivistas críticas" que pueden ayudar en el estudio y
comprensión de un problema.

Al "momento de alternativas y soluciones, puede también verse como
"momento de las propuestas", que por supuesto pueden ser propuestas de
acción, como propuestas de ideas, alternativas, soluciones.

Bueno, a ver si los/las demás reaccionan, para continuar el intercambio.

Anita Yudkin
Universidad de Puerto Rico


-----------------


Greetings to readers and participants of the list.

Abraham "provokes" us to think again and to work for the development of
human rights education (HRE). First of all, again thanks to Abraham for
taking on this task regularly and consistently. Here follow my comments.

I believe that the "modelo problematizador" is crucial to ensure that HRE
is education IN and FOR human rights, instead of ABOUT human rights. To
understand the world as a problem in search of alternatives is central to
position to us as subjects of rights.

The question of pedagogy, on which Freire strongly insisted, is
fundamental for HRE.

I believe that this writing is an important contribution to the
development of HRE from a critical and emancipatory perspective, which
after all are the fundamental values that must govern HRE.

On the central tenets of the "modelo problematizador" about which Abraham
writes, I have some comments. The use of the term diagnosis for the
"moment of the diagnosis" strikes me. It is taken from the medical field
and has been often used to describe education in deficit models and
clinical solutions by experts. Perhaps a better term could be "moment of
discovery", "moment of exploration", "recognition", "identification".....

I believe that at the "moment of development" it is possible to elaborate
on educational practices by "constructivist critics" that can help in the
study and understanding of a problem.

The "moment of alternatives and solutions" can also be seen as "moment of
suggestions", which of course can include proposed actions, like ideas,
alternatives, solutions.

Well, I look forward to your reactions and a continued dialogue on this
topic.

Anita Yudkin
University of Puerto Rico



On 21 July 2005, Abraham Magendzo wrote:

>Dear Colleagues:
>
>The attached text about the "Modelo problematizador" is an invitation to
>engage in a dialogue around a series of theoretical and practical
aspects >that we as human rights educators face.
>
>Topics for conversation could be for example:
>
>- What sense does the "modelo problematizador" make to you?
>- Which can be the advantages to apply the model in our realities; which
>could be the obstacles and difficulties?
>
>I look forward to reading your responses.
>
>Warmly,
>
>Abraham



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