international congress on education for peace. from history to memory
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INTERNATIONAL CONGRESS ON EDUCATION FOR PEACE
FROM HISTORY TO MEMORY
HERE AGAIN OUR WARNING
Chile is a battle for being:a battle for honour and love.
–Pablo Neruda
Why am I here?My biography throughout the
dictatorship
The creation of a pedagogy of memory
What am I doing to strengthen Education for Peace?
What am I doing to strengthen Education for Peace?
Implementing a capacity building network has allowed us to accomplish the following actions: Making up of a document regarding the
procedures for solving conflicts within the school premises
Organizing an inter-regional Seminar on Education on Values & Memory.(an exchange of experiences and workshops carried out by high standard German lecturers).
Several experiences were exposed at the Seminar:
Curanilahue: Life, roots and history (dance, theatre, visual arts, music)
Talca: Investigation: Culture of Silence in School
Llay Llay: Stories from childhood
Concepción: “Memory of Agüita de la Perdiz” (a place near Concepción)
MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade
Goal: Students would get to know the late history of their area and
be able to reflect on it and develop their own thoughts.
Publish a magazine with the works written by the students using a graphical and digital format.
Learning Area: Language and Communication.
Methodology: Children interview adults in their homes and write down answers in their notebooks.
Answers are read aloud in class, then are transferred into a computer, framed out and both coloured and shaped out.
MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade
Activities: To begin with the question: What was life like in the past?
Afterwards the children make more specific questions like: What did they use to play before? Where did they get food from? What did they use to eat? What was mealtime like? Anecdotes from the past What was education like?
MEMORY:” Stories from childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade
A third activity is: Questions about school: What was the school like in the past? What did you all dream of? What did you want your future to be like?
Finally the following question is asked: What were you doing on September 11th, 1973?.
Some of the answers from the students have been:
Francisco Silva, : “They did not answer to that question at home because my parents had not been born; daddy just said: There was no war, there was no war.”
MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade
Due to the wide range of answers obtained, parents/relatives were explained the activity; the following questions were asked:
When you think of September 11th, 1973, what do you remember first?
What were those days like for your family?. What changed after that day? What about your daily life? What about the years that followed? What did people say about what had happened? If you had not been born by then, what did you hear in
your family about those days? What do you think: Did people in our country change much
as a consequence of those events? Should you answer be “yes”, how did they change?.
MEMORY:” Stories from Childhood” Teacher: Nancy TapiaSchool: Jorge Letelier. Llay - LlayThird Grade
Up to date conclusions by Nancy Tapia: By now, these written works have become part of the reading
material. We have kept on working our own history, though we did not
hare our opinion as a teacher. I intend to keep on working and deepening the use of this
learning product. I think that students will develop a critical thinking, when they
read something that has been written by themselves or by classmates or whatever text they read as part of their everyday reading sources.
I dream of the day that a child reading a text does not mean it must be the truth; I think the student reading a text goes through the same process as he/she went through when writing and making their own magazine.
LIFE, ROOTS & HISTORY CURANILAHUE & ITS PEOPLE
Rosa Del Canto. Robinson Escalona
Goal: Recovering and strengthening memory and cultural identity of Curanilahue through Art.
Methodology: Resource Applied: “Autobiographical Card” Searching an approach for oral history in
school. Augusto Boal Forum Theatre (theatre for
tolerance). Body Expression & Dance Workshops Visual Arts & Music Workshops
LIFE, ROOTS & HISTORY CURANILAHUE & ITS PEOPLE
Rosa Del Canto. Robinson Escalona
Activities:• Making up of a team • Opening for local students to take part• Participants are invited to fill out an
autobiographical card• Analysis of autobiographical cards by
students and teachers.• Workshops are developed based on this
analysis.
LIFE, ROOTS & HISTORY CURANILAHUE & ITS PEOPLE
Rosa Del Canto. Robinson Escalona
Autobiographical Card. Participants are asked to fill out the card with some
data like: name, age, place of birth. They are asked where they were and how they
remember the following important events in the district:
The Earthquake in 1960 The Military Coup in 1973 The Closedown of the Coal Mine in 1980 Coming up of Democracy in 1990
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