Educación no formal
Kea Educación no formal
Educacion no formal
18.11.2009
La educación (del latín "educare", guiar y "educere", extraer) se define como el proceso bidireccional mediante el cual se transmiten conocimientos, valores, costumbres y formas de actuar, no sólo través de la palabra, sino con nuestras acciones, sentimientos y maneras de actuar. El resultado de este se materializa en una serie de habilidades, conocimientos, actitudes y valores.
Actualmente vivimos en la «sociedad del conocimiento». En este nuevo horizonte, la educación será pieza clave y un elemento principal en el desarrollo de las sociedades, lo que supone desde este momento un gran desafío que requiere cambios esenciales más allá de los sistemas educativos formales.
Nos hallamos en una sociedad expuesta a incesantes cambios en todos los aspectos, el mercado de trabajo exige actualmente un reciclaje profesional continuo, los medios de comunicación de masas acaparan la mayor parte de un tiempo libre y de ocio que aumenta con la disminución de las jornadas de trabajo, el aumento de la esperanza de vida y el retraso en la incorporación al mercado de trabajo. El concepto de tiempo libre pasa a ser considerado una buena oportunidad para elaborar planes de intervención educativa al margen de la educación reglada y no sólo como un tiempo pasivo, de consumo o distracción. Así, nuevas profesiones surgen para atender esta gran demanda: animadores socioculturales, educadores de calle, mediadores sociales, técnicos en inserción social, monitores de tiempo libre y ludotecas, animadores sociocomunitarios...
Las claves de la cultura (saberes, aptitudes, sentimientos) no sólo se aprenden en la escuela, sino también en espacios, procesos, instituciones y en las relaciones personales, recibiendo mensajes y propuestas, elaborando códigos, e interpretando normas sociales.
El proceso educativo se ha catalogado en el lenguaje educativo a partir de tres conceptos: la educación formal, la no formal y la informal, que juntas forman un cuerpo taxonómico sobre el fenómeno educativo. El objetivo de esta división en modalidades tiene un carácter esclarecedor de los procesos educativos, más que normativo (Trilla, 1997, a).
Modalidades Educativas:
• Educación Informal: Proceso que dura toda la vida y en el que las personas adquieren y acumulan conocimientos, capacidades y actitudes de las experiencias diarias y del contacto con su medio.
• Educación No Formal: Toda actividad educativa organizada y sistemática realizada fuera de la estructura del sistema formal, para impartir cierto tipo de aprendizaje a ciertos subgrupos de la población, ya sea adultos o niños.
• Educación Formal: El sistema educativo institucionalizado, cronológicamente graduado y jerárquicamente estructurado que abarca desde la escuela primaria hasta la universidad (Philip H. Coombsy Manzoor Ahmend, 1975).
Orígenes de la Educación no formal:
El término “Educación No Formal” tiene sus orígenes en la: “Conferencia Internacional Sobre la Crisis Mundial de la Educación”, celebrada en Williamsburg, Virginia (USA) en 1967.
Coombs expone que la educación formal es incapaz de abarcar, cualitativa y cuantitativamente las necesidades de formación de las sociedades y que la educación no formal debería formar parte importante del esfuerzo total de la enseñanza de cualquier país.
La educación no formal como potencial del desarrollo marca las diferencias entre países industrializados y no industrializados. Gran parte de la confusión en el uso de las modalidades se debe a que dichos conceptos vienen unidos a este tipo de discurso en un marco de atención a la pobreza en los países de América Latina y fundamentalmente destinada a adultos de áreas rurales y zonas marginales (Coombs, 1972, Philip H. Coombsy Manzoor Ahmend, 1975.J. La Belle, 1980).
Otros términos se han sugerido para substituirlas, por ejemplo: flexible y no flexible, sistemática y a sistemática, reglada, no reglada, regular, no regular, pero cada una de estas propuestas tiende a generar un nuevo problema en el sentido de las categorías (metodología, evaluación, planeación, etc...), así la confusión puede seguir por un largo rato, pero de hecho la terminología propuesta por Coombs sigue siendo válida hasta el día de hoy.
La educación no formal y la formal presentan la condición de ser procesos educativos, organizados, ordenados y sistematizados, mientras que esto no sucede con la educación informal.
Entre las muchas confusiones entre estas modalidades hay un concepto central que hay que analizar, el de la “intencionalidad”. La intencionalidad ha sido uno de los criterios más utilizados para explicar las diferencias: se basa en el supuesto de que una actividad educativa intencional correspondería a la modalidad formal o no formal, en contraparte, las que carecen de esta intencionalidad entrarían en el ámbito de la educación informal.
La educación no formal y la formal son diferentes de la informal, no por la “intencionalidad”, sino porque presentan la característica de ser procesos educativos, organizados, coordinados y sistematizados, aspecto que no acontece en el caso de la modalidad informal.
La educación formal estaría delimitado a lo que se inscribe en los ciclos organizados y avalados por el Estado, que certifica y que lo acredita ante el gobierno correspondiente para proseguir con otro ciclo educativo, ya sea primaria, secundaria, universidad, oficios...
Según Quintana (1991) la educación estaría dividida en dos modalidades: informal y formal. La informal sería la “educación no sistemática y extraescolar”; y la formal comprendería a su vez dos tipos diferentes, la educación reglada y la no reglada: La educación reglada sería “educación sistemática escolar” (educación formal). La no reglada sería la “educación sistemática no escolar” (educación no formal).
Educación no formal es a la sazón la modalidad educativa que comprende todas las prácticas y procesos que se desprenden de la participación de las personas en grupos sociales estructurados, intencionadamente educativos, pero cuya organización institucional no certifica para los ciclos escolarizados avalados por el Estado.
La educación no formal, según la define Jaume Trilla Bernet, se refiere a todas aquellas instituciones, ámbitos y actividades de educación que, no siendo escolares, han sido creados expresamente para satisfacer determinados objetivos.
La educación no formal es atendida por organizaciones en dos niveles: aquellas cuyo propósito básico es el cambio social a través de acciones de alimentación, producción o salud y aquellas otras cuyo propósito básico es preferentemente educativo, pero que conforman un abanico de posibilidades y prácticas especificas que hace difícil de generalizar características básicas a su alrededor.
La pedagogía del ocio, la educación en el tiempo libre, la educación de calle, la educación permanente, la animación comunitaria, la educación popular, la educación permanente de adultos, la alfabetización, la animación socio-cultural, la educación ambiental, etc. son prácticas educativas que en algún momento u otro tocan los niveles de la educación no formal.
Particularidades de la Educación No Formal:
- Altamente integradas a otros fines y objetivos no educativos.
- Algunas propuestas sirven de complemento o reemplazo de la educación formal.
- Tiene diferente organización, patrocinadores heterogéneos y diversos métodos de instrucción.
- En general son prácticas voluntarias. Están destinados a personas de cualquier edad, origen e intereses.
- El acceso a estas actividades se da con un mínimo de requisitos.
- No culminan con la entrega de acreditaciones pero suele reconocerse.
- Preferentemente se realizan donde el grupo de interés vive y trabaja.
Las actividades educativas integradas dentro del ámbito de la educación no formal son todas aquellas promovidas desde la sociedad civil y fuera del sistema educativo institucional, donde se pretende la concienciación del individuo para el cambio de su entorno. Los educadores no están insertados en una estructura jerarquizada y los destinatarios son toda la población, con una intervención educativa intencional y dotada de metodología.
Por lo tanto, una de las principales misiones de la educación no formal será dotar a los jóvenes de instrumentos que les ayuden a acceder a la vida adulta incidiendo especialmente en la participación activa en la sociedad, convirtiéndose de una manera natural en los protagonistas del cambio social.
Es preciso que los procesos educativos no formales:
- Favorezcan el proceso de maduración personal, potenciando el autoconocimiento, las habilidades para las relaciones personales y sociales, el disfrute del ocio y del tiempo libre y el desarrollo de aptitudes como la creatividad, la expresión o la solidaridad.
- Faciliten el proceso de maduración e inserción social, educando en la participación social activa y en el desarrollo de los valores democráticos, fomentando actividades educativas y una actitud crítica ante los medios de comunicación de masas, donde los jóvenes sean los protagonistas y no sólo meros espectadores.
- Desarrolle en los jóvenes el espíritu crítico ante el mundo que los rodea y los prepare para renovarlo.
La educación no formal constituye a nivel laboral una importante fuente de creación de empleo sin descubrir.
Este tipo de educación esta inserto en la tripartición del universo educativo dividido en educación formal, informal o no formal. Conviene hacer una clasificación de este universo para precisar con mayor exactitud el concepto de educación no formal. Retomando la clasificación y definición que trabaja Coombs y Ahmed la educación formal comprendería el sistema educativo altamente institucionalizado, cronológicamente graduado y jerárquicamente estructurado que se extiende desde los primeros años de la escuela primaria hasta los últimos años de la universidad.
La educación informal permite adquirir y acumular conocimientos y habilidades mediante las experiencias diarias y la relación con el medio ambiente. Es un proceso continuo y espontáneo que no se da de manera intencional. Así, la educación no formal nos queda definida como toda actividad educativa, organizada y sistemática realizada fuera del marco del ámbito oficial, para facilitar determinadas clases de aprendizaje a subgrupos particulares de la población. Correspondiente a la gran diversidad de experiencias no formales las características de sus modalidades, agentes, organización, etc. son muy diversas aunque es posible identificar algunos puntos en común. Su organización está basada en unidades independientes. La acreditación es específica de logros especiales, no correspondientes a niveles modalidades, carreras ni grados académicos. La educación no formal responde, entonces, al conjunto de procesos, medios e instituciones específicas, y diseñadas en función de objetivos de formación e instrucción que no tienen directa vinculación a sistema educativo reglado y oficial.
De acuerdo con Ander-Egg Ezequiel la preocupación y la práctica de la educación de adultos nace en forma paralela con el proceso de industrialización y el desarrollo de las ideas democráticas a mediados del siglo XIX. Es precisamente en este momento histórico que podemos situar los comienzos de la educación no formal casi exclusivamente contemplando la alfabetización de adultos con el objetivo de brindar las herramientas elementales de la lectura y escritura y algunas nociones de cálculo a las personas mayores de 16 años para que puedan participar del proceso de industrialización y democratización que comenzaban a visualizarse. De esta manera, la educación de adultos ha recibido un tratamiento a nivel internacional en estrecha relación con los procesos políticos, sociales y económicos que se han ido desarrollando durante el siglo XX.
La educación social abarca un amplio abanico de ámbitos de intervención:
1. Educación social especializada.
2. Animación sociocultural.
3. Educación en el tiempo libre.
4. Educación de adultos.
5. Acción e Intervención Comunitaria.
6. Educación ambiental.
7. Interculturalidad y educación no formal.
8. Intervención en tercera edad.
9. Intervención en drogodependencias.
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