Carmen Colazo: Comments to the text ICAE Confintea VI Seminar [13]

Dear Cecilia,
These are crucial themes for the future, not just for the present. Migration movements in this framework of globalization will continue to take place due to the various reasons that have been highlighted, and as it was mentioned in the summary, it is essential for governments to start a dialogue independently of the fear associated with the arrival of people into their territories or of the exodus that do take place. In this way they can coordinate inter-institutional actions to improve permanent education anywhere in the world, social security for all persons, formal employment and other fundamental human rights. In terms of education I think we should not forget “education to the leaders” around these themes.

Greetings to all
 

Moema Viezzer:  Comments to the text ICAE Confintea VI Seminar [15]

In the issue of migrations, it is essential to include those that are caused by environment changes which is increasing the number of environmental refugees - from country to country, from rural to urban areas and viceversa, which is part of the globalization drive and is comprised in either voluntary or forced migration, as the colleague says.
 

Carmen Colazo: Comments to the text ICAE Confintea VI Seminar [16]

Dear Fernanda:

You reminded me of a very small book by Derrida, but not because of this less deep and interesting, “Monolingualism of the other”, which I experienced in my own skin through the migrations I have been destined to in my life.

In relation to permanent education for adults who are immersed in these processes, I want to bring up to this exchange a difficulty that arises for those of us with high levels of education and who must emigrate due to family difficulties of various types. In these cases we find that, in spite of having qualified and extensive curriculums, when we arrive to another country, or even to our own (we return in many cases to look after our mothers, our relatives, we decide to spend the time with them at the end of their lives and not leave them under the care of other members of the community, even if they are not poor people or people without economic resources). The qualification acquired in another country cannot be used when arriving because the Universities to which one arrives do not recognize the academic level or the academic positions held in other countries (and in this case I am talking about MERCOSUR, in South America, that in theory tries to unify qualifications, retirements, social security, etc.). In order to join several universities one is asked to do and adscription, that is, to go back to the lower existing academic level, A level occupied usually when one was a student…this makes it difficult to return to the university community of origin, and what is worst, it is very dis-encouraging. Besides that, this university misses the expertise acquired throughout years in other cultures, that could be taken advantage of to know other cultures and use that knowledge in teaching to improve the exchange, expertise, etc. I think these are permanent education topics that we should also face together with issues of illiteracy and others that have to do with adult education (like the age for scholarships, in order to include older people who are already free and could travel, specially women).