The Practice of Liberation: Radical Pedagogy in Almanaque Escuela Para Todos Público
Gitelman-Fonseca, Benjamin (Spring 2019)
Published
Abstract
My honors thesis consists of a two-part analysis of the Costa Rican Almanaque Escuela Para Todos. The almanac, first published in 1966, consists of yearly editions aimed at improving educational attainment and literacy for rural Central American adults. The almanac was the most widely distributed publication in Central America at the start of the 21st century and has been in publication for fifty-three years. So far, the majority of the literature on the almanac comes from celebratory publications written exclusively by and for Central Americans. English-language academia seems to have missed what I perceive as an important Latin American educational project.[1] Thus, a principal motivation of my thesis is to introduce Escuela Para Todos Almanac to an English-speaking audience and contextualize the almanac within the broader context of popular education in Latin America. Secondly, I hope to further the collective understanding of Escuela Para Todos by connecting the almanac to larger pedagogical theories and evaluating the almanac within the framework of Brazilian educator Paulo Freire’s liberation pedagogy. In my analysis, I argue that Escuela Para Todos is ideologically grounded in Freire’s liberation-based approach to education. Furthermore, I assert that the content of the almanac strongly reflects Freirean principles, suggesting an effective implementation of his theory. I conclude that Almanaque Escuela Para Todos is a successful case of an educational project based in liberation pedagogy and merits more attention by scholars of Latin American and popular education.
Table of Contents
Table of Contents
Preface…………………………………………………………………………………..…1
I. Introduction………………………………………………………………………...……...2
II. Background
1. Education in Latin America: Issues and Developments……………………………...5
2. Paulo Freire and Liberation Pedagogy……………………………………………….11
3. Methodology…………………………………………………………………………20
III. Understanding Almanaque Escuela Para Todos
1. History and Philosophy of Almanaque Escuela Para Todos………………………...23
2. Structure and Content of Almanaque Escuela Para Todos………………………….28
IV. Connecting Escuela Para Todos to Freire………………………………………….........39
V. Analysis of Almanaque Esccuela Para Todos…………………………………………...47
1. Problematic Areas……………………………………………………………………61
VI. Conclusion……………………………………………………………………………….65
VII. Appendix…………………………………………………………………………….…...79
VIII. Bibliography ………………………………………………………………………….…76
About this Honors Thesis
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