5 research outputs found
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El Facilitador
Descripción del concepto de facilitador como agente de cambio y de desarollo comunitario y su impacto en las comunidades rurales de Ecuador
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Ashton-Warner Literacy Method
Summary: Developed by Sylvia Ashton-Warner for teaching Maori children in New Zealand, this literacy method allows the learner to approach written culture on his own terms. Rather than using a text, learners are taught words important to their lives, and encouraged to write sentences and stories which are shared with the other learners
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El Método Ashton-Warner
El método de Alfabetización Ashton-Warner ha sido desarrollado para la enseñanza de niños MaorÃes en Nueva Zelandia. Este método de alfabetización permite que el estudiante se acerque al la cultural escrita en forma natural. En vez de usar textos, los estudiantes aprenden las palabras que son importantes y relevantes a su ambiente, y de esta manera, son incitados a escribir frases e historias que se comparten con los demás
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The Facilitator
Summary: Description of the concept of facilitator as an agent of change and community development and its impact on the rural communities of Ecuador
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Nonformal Education in Ecuador 1971-1975
The purpose of this document is to summarize in an accessible fashion the experiences and results of nearly four years\u27 work in nonformal education in Ecuador. We intend the following chapters to serve as a reference to the many others around the world who are grappling with the problems of development at the most local level; who are motivated by philosophers like Freire and Illich toward a different outcome of the process of developent; who are committed to trying significant educational alternatives, and above all who are concerned with the impact of their efforts on the individual lives of people in the rural areas. If anything distinguishes our efforts, it is a constant striving to think and act in a way which affirms the legitimacy and the necessity of the participation of local people in the process of development as it affects their lives. The process has not been easy. It has required constant dialogue and confrontation within the staff, and demands a commitment to continual assessment of our activities and their results. We hope that some sense of this process is conveyed by the chapters of this document as different individuals from the staff strive to express in words what the experience was like