2023-11-18 03:41:00
The old train station of Ireneo Portela, a small town in the Baradero district, in the province of Buenos Aires, was the first headquarters of the CEPT rural alternation school n°17Fernando Alé is the director of CEPT n°!/. The new school built a few years ago. The students spend a full week at school (living together and spending the night) and two weeks at home, where they are visited by teachers to monitor educational work but also family needs, customs, productive practices and projects. of extracurricular activity, directors and teachers of Ireneo Portela’s CEPT n°17 invited Infobae to give a talk on journalism to students in their final year of secondary school. The alternation system in rural education is a method created in France in the 1990s. 1930, as a solution to the difficulties that the environment imposes on rural families to send their children to school. Final year students of CEPT 17In the province of Buenos Aires, alternation schools are called Total Production Educational Centers. The talk with Infobae in the School dining roomFamily photo at the end of the day on the School campus, which is available. In turn, and in teams, the school students collaborate in cooking and cleaning tasks. Standing, on the right, Professor Oscar Dinova, a teacher for several years in Portela, now retired, but always present, organizing visits, talks and donations for the CEPTThe organizational chart of distribution of tasks by groups to comply with cleaning, care of the dining room and the care of farm animalsResponding to the students’ questions. On the left, María Inés Kajihara, the English teacher. The teachers also take turns staying at the school at night, accompanying the students, in turn. Together with Professor Oscar Dinova and one of the two cooks who take turns throughout the weekThe kitchen, where in addition to preparing the four meals, Homemade jams are made. Every week, students from a different year stay at the establishment; while the others return homeEach student spends a third of the time in the educational setting, which limits the necessary logistics and operational costs. It is not necessary to commute to school daily; You only have to do it once every 21 days, without detracting from the quality of learning. “The idea of the Alternation Schools was to provide, for families in rural regions, an environment where their children might continue post-primary studies, train for new challenges productive, but also have a place where they can train as people and leaders of their community. Coexistence in that face-to-face week contributes to the maturation of the young person, both in decision-making and responsibilities,” explains Professor Dinova. In this system, the student is always accompanied by his teachers, both while he is at school and when he returns to his home. home, where it is visited by the teachers. A particular feature of the CEPT is that they have a Board of Directors of Parents who have a voice and vote, even in the appointment of the school authorities, explained teacher Laura Ramírez (right, arms crusades), host of the visit “In the CEPT the theoretical contents are articulated with total naturalness with the practical ones that are exercised in the places where they live with their families,” explains Oscar Dinova, author of the book “Schools of Alternance, a project of life” (Geema-1997 Teacher’s Library), The schools have facilities where students carry out rural tasks. At the School, intensive production of self-consumption, vegetables and animals, is carried out. They serve to supply the CEPT but also so that students can practice rural tasks and be able to apply what they have learned in their homes. The CEPT articulate their activity with the primary schools in the area with which they work from 6th grade, before the students enter. to secondary school All CEPT students belong to a family that works in rural areas, so there is a constant interaction between home and school The students’ parents are building new bathrooms for the school An incubator made by the students The radius of influence of CEPT 17 covers several towns and rural areas of Baradero -Alsina, Sta. Coloma, Ireneo Portela, La Tortuga, La Media Vela, El Torito, El Triángulo, La Paloma-; from San Antonio de Areco -Villa Lía y Duggan-, from San Pedro -Ingeniero Monetta, Pueblo Doyle, Santa Lucía, Govt. Castro, Tabla, El Descanso, Río Tala, El Espinillo, La Buena Moza, Parajes Beladrich and Basso-, Arrecifes -Cañada Marta, La Delia, Arroyo de Luna-, Capitán Sarmiento and Ramallo -rural area El Paraíso En su area of influence, the CEPT is linked to more than 27 rural primary schools from which its enrollment arises, and with them they also develop local development projects, cultural and community-recreational projects. On the property around the school, the students raise sheep , rabbits, chickens and other animalsTwo specimens of Japanese chickenThe families of the students who attend these schools live in rural contexts, which are accessed by dirt roads, and almost always at a great distance from the nearest town or city The week in The one who remains in school is one of total coexistence: in addition to classes, they have recreational and other productive activities. The alternation pedagogy uses the rural environment as a learning setting, with a close link between theory and practice, and a great integration of the families in making decisions regarding the future of their childrenIn the 15 days they spend in their homes, learning continues in the family environment of each student, with the visit and supervision of a pair of teachers Oscar Dinova’s thesis on education of alternation, given by him and published by the Ministry of Education and Culture of the Nation, is one of the guides for these establishments and continues to be a reference for teachers who enter the alternation programsThis incredible system of rural education, soon centenary, Devised by a French priest, Pierre-Joseph Granereau, it was adopted in many South American countries, such as Colombia, Ecuador, Peru, Brazil, Paraguay and Uruguay, among others. Argentina was one of the first countries to promote it. In Argentina, there are a hundred Rural Alternation Schools, with different names depending on the province. They allow schooling in the countryside, overcoming the challenge of distances, and avoiding family uprooting and rupture with the socioeconomic reality of origin. In 1969, Moussy, a community near Reconquista, province of Santa Fe, “copied” the model and opened the first Agrarian Family School (EFA). This is how the expansion of this system in our country began. It was a success: in a few years more than 10 EFAS would be opened. When it was created, in 1999, CEPT 17 operated in the old Ireneo Portela train station (Baradero district). In the 1980s the system experienced a resurgence, with the creation of establishments of this type in Misiones, Buenos Aires, Córdoba, Santiago del Estero, Salta, Formosa, Chaco, Corrientes and Jujuy. Today, there are more than 100 Alternation Schools throughout the Argentine Republic, with different names and sizes. In the province of Buenos Aires there are 37 CEPT. In the photo: the students on the platform of the old Portela station. Since the school operates in the new building built in the center of the town, the railway station has been converted into a Rural Historical Museum. In France, these schools are called Family Houses, name that alludes to the intention to train young people on a technical level but never to the detriment of the human and family profile, and to promote a democratic environment where rural communities feel respected and active protagonists of their destiny. Professor Laura Ramírez is in charge of the Museum project, which is under construction at the train station Family photo at the end of the visit, with all the students present at the school and the teachers “Chino” Panzero (physical education), María Inés Kajihara (English) and Laura Ramirez
[FOTOS: Diana Manos – Raquel Peiró]
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