On 14th October, our brother Alfredo met with teachers from various provinces of Cajamarca, through a webinar organized by the Regional Directorate of Education of Cajamarca -DRE-, to talk about reading, students and families. We highlight some ideas expressed by Alfredo:
- He drew attention to the decontextualization of the books used in the educational system, having an oppressive mold and not responding to the conditions and realities of the population. Likewise, he spoke of the supposed neutrality of education that imposes a vision of the world, alienating the content and alienating us to ourselves so that we stop being indigenous and Cajamarcan, so that we abandon our own image.
- Regarding the use of technologies, he said that “the use of technological means is a recursive maneuver, it is not a pedagogical proposal. They are not the cause, nor the reason for being”.
- He referred to the issue of functional illiteracy or student disconnection with the universe of authentic reading; He pointed out that "it is not exclusive to the rural area: in the city it is probably worse because it is more linked to the sources of alienating predominance."
- On the subject of educational strategies for reading and other teaching matters, he proposed that these be seen as an action plan or process to achieve a goal. But, first, it would be necessary to ask if the purpose to be achieved is clear, since it is necessary to consider that "a strategy does not serve us if the principles, diagnoses and objectives are not clearly stated".
- He spoke of two ways to achieve life-giving reading processes: on the one hand, the presence of adequate books, since we cannot encourage reading if we do not provide ourselves with the materials to read. And on the other, he emphasized the importance of setting an example, because "it is necessary for students to see their parents, their teachers, the authorities, happy reading books or talking about reading."
- Regarding reading, he replied that grammaticalization is not reading, since we can read in multiple ways. We read with everything: with our nose, with our hands. Reading is not confined to the text and, although reading is visual, it is still auditory because it is always vocalized, the words are always sounded.
- Some of the best books for our peoples are those that emerged from the communities, those that were born from this fertile land.
- “One of the most terrible self-flagellations is underestimating what we are, what we are worth deep down. And we let that which makes us possible and that which gives us beauty and multiplies genius die, dilute and disappear."
- "What we have to cultivate is the lively and enlivening taste for reading, the extraordinary pleasure of reading and the sensitivity to share and put into practice what we learn."
- “When a child who is in school stops appreciating the extraordinary value of being a farmer, what he loses is not a job: what he loses is the sense of his culture and the mood of his horizon. What is lost is not a worker: what is lost is the wisdom of the land. If an old potato seed is lost, what is lost is not a genetic resource: what is lost is tomorrow's food, what is lost is the essence of future pleasures.”
- He returned to the importance of rescuing the reason for being of the word, which vivifies culture and makes the life of these traditions possible. He invited the written word not to cool the life of the spoken voice, to take care not to freeze it, not to isolate it from the lived and vivifying sensation.
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