Experiencia Educar para Vivir

From REEVO Wiki

Education for Life is a NGO which works defending the Human Rights as a tool to achieve a social justice of the human being.

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, Salvador de Bahia, Bahia, Brasil BR

Corrientes pedagógicas Educación Activa, Educación PopularEducación Activa, Educación Popular
Enfoques temáticos Educación Activa, Educación Popular
Nivel socio-económico Bajo
Social context ⧼rv-experiencia:respuesta-⧽
Cantidad de participantes 30
Nivel educativo y etario Intergeneracionalintergeneracional
Tipo de organización ⧼rv-experiencia:respuesta-⧽
Tipo de gestión Social
Tipo de educación Informal
¿Ofrece certificación oficial/formal? ⧼rv-experiencia:respuesta-⧽
¿Es arancelada? ⧼rv-experiencia:respuesta-⧽
¿Tiene fines de lucro? No
⧼rv-experiencia:info-voluntariadol⧽ ⧼rv-experiencia:respuesta-⧽
¿Es un proyecto virtual o en línea? ⧼rv-experiencia:respuesta-⧽
Experiencia-Educar para Vivir-01.jpg

12° 58' 39.90" S, 38° 30' 5.87" W bajo


30 informal


http://www.educarparavivir.com 226 4157


Education for Life NGO has a philosophy based to raise awareness to all different educational and social agents through a holistic and internationalist education.

Our team of volunteers teachers are based on different multidisciplinary methodologies to improve consciousness among students, families, teachers, medias and institutions. In this sense, we believe educators should try to help in the process to achieve the Millennium Development Goals of the United Nations, because educational activity is a prospective act which should think about the future and, then, anticipate to him in order to be ready when it arrives. Therefore, education is not only a basic human right, but it is also an essential component of economic and social development, that is, it is the main resort and the greatest wealth that a country can have. It is clear that the sum of educated people in the same values ​​of democracy and solidarity possible will open the possibility for social community changes.

Also, thinking in peace, poverty eradication and sustainable development can only be the result of equity, sprouted from the appreciation and respect for cultural diversity. This diversity is inherent in our holistic and internationalist education. Defining historical features of each one means understand the humanity common past from same ethnocultural trunks. It is urgent to restructure the international community through Global Citizenship Education for development, which supports the source of life and equity, and an antidote for all forms of social exclusion, poverty, racism and economic domination .

Knowing successive migratory flows that have been outlined on the face of the Earth throughout history, Global Citizenship Education should looking for humanist unity in difference, which means the acceptance of trans-culturalism: a phenomenon involving the coexistence of different cultures in one space. This situation demands a new ethic based on respect for different, and involves decision, political will, mobilize and organization of all educational stakeholders to enhance dynamic and critical thinking, which generate new ideas that promote economic and social development, aimed at creating a better world in the future.

The conclusion is clear: in a world where your coffee is Colombian, your beer from Belgium, the movies from United States, your car from Germany, where you listen British music, you have a Swiss Watch, and you use italian clothes, why call “foreign” to your neighbor?

Fundamentos teóricos

On the horizon of our philosophy our goal is to denote the transformer reach of education for development, which we intend to inculcate in different social contexts where we work. Education is not only a basic human right it is also an essential component of economic and social development. In fact, properly planned actions and investments in education, you get a good dividend, and especially in less developed countries, where poverty reduction is achieved.

we believe that Global Education has the ability to act as seeds of social change locally and globally, because it create a cognitive conflict between the educational actors and build, thereby, a significant learning to give as fruits an entrepreneurial sustained in practice, that is, the activities and participation of citizens, conscious, in solving social problems.

Therefore, we believe that the school should be perceived as the place where you learn, rather than the place where they teach, achieving an active and participatory education, disseminating knowledge in a multidisciplinary way and including all educational agents, representing a work needed to promote a dynamic and critical thinking, generating new ideas that promote economic and social development aimed at creating a better world in the future.

Prácticas y acciones principales

The pedagogical team “EDUCATION FOR LIFE” want to promote the training of teachers in innovative methodological techniques, with an international perspective, in order to achieve awareness and public participation in front of today´s world issues and the environment involved. To do this, we start from the approach of Global Education, where the creation of curriculum´s materials and activities alternatives to the textbook supporting the appropriate methodological tool for capturing the human dialogical and the constructivist cohesion between the different actors at local level education: the students, the families, teachers, institutions and media.

And for that, our work part of a new Freirean ethical approach based in the consciousness-raising values to promote democratic and accountable education in schools, where the attitude of teachers plays an important role as agents of democratization of responsibility and sustainability, because we are agents of awareness and training of the educational community, and especially children and youth.

Referencias externas