|
|
|
The binomial
learning/empowerment in the economic entrepreneurial initiatives
led by women from popular sectors
Iliana Pereyra Sarti GTL - REPEM Thematic framework We want to bring to the debate of this topic the challenges posed by the relationship between learning and empowerment, two aspects of a binomial that we believe cannot be separated and that are of course on the basis of the development of self employment experiences, and are “favourable conditions” for the full exercise of the rights of those who are part of these initiatives. For the achievement of these rights, since 1992, REPEM has seen as strategic the intrinsic potential from self-employment experiences, such as the entrepreneurial initiatives of the associative groups, cooperatives, associations, micro enterprises, etc. We are talking about experiences that are collective, participatory, distributive of the economic and social results, with human beings at their centre and not the accumulation of capital. Conceptually, for popular and solidarity economy, the personal and collective potential is obviously relevant, but not as a means as it is the case for the capitalist enterprise- but as the way towards self determination and empowerment of those who take part in these initiatives. From this point of view, constant learning appears as central for the process of these organisations and it represents at the same time the basic tool to generate conditions for the social, economic and political self-sustainability of these experiences. In order to analyse this reality, the conceptual framework of the “portfolio of assets” developed by Jeanine Anderson is extremely useful. It refers to personal and collective assets, of an educational, economic, social, political and cultural nature, necessary for the construction of political and social subjects. On the basis of this conceptual framework a handbook was prepared for the self-analysis of the women’s potentials and of the obstacles for their development, looking in particular at the conditions of discrimination by gender, ethnicity, rural life, etc. The analysis of economic entrepreneurial initiatives led by women on the basis of the assets is also useful and pertinent as an alternative method to identify the needs in terms of policies and programmes that can contribute towards greater gender justice. Enabling factors and obstacles for strengthening the “portfolio of assets” The application of the above mentioned handbook in México, Costa Rica, Colombia, Venezuela, Brasil, Uruguay, Guatemala and Peru with women leaders of the economic entrepreneurial initiatives in rural settlements, in shelters for violence, with delegates of networks and women in charge of municipal policies, among others, provided some evidence that enlighten us on the critical relationship between learning and empowerment. It also provided perspectives for a debate on policies and programmes in relation to the education of adults who have been denied some of their basic rights. Looking at the systematisation of workshops organised in several countries, we have taken some opinions from participants in different experiences of popular/solidarity economy, which refer to the strengthening of the “portfolio of assets” educational, political, social and economic assets, all interlinked and to such extent interdependent that it is sometimes very difficult to analyse them in a separate way. Some examples of self-perceived assets are, among others, “the history of participation in local development”, “the position of leadership”, “credibility”, “a solid work as entrepreneur”, “self-esteem”, “the accumulation of knowledge and experience (…) resulting in better conditions of work and better quality of the products”, as well as “to provide support for people and groups that need it or request it” and “the interest in training in public policies, women’s rights and leadership”. Some obstacles to this portfolio of assets have also been identified, as the ones resulting from certain programmes. Some examples are “the persistent gender discriminatory practices”, “the offer of traditional training for women”, “the overexploitation of women who work in school kitchens”, they are given the status of ‘support personnel’ (colaboradoras) and therefore they are excluded from their labour rights and benefits-, “the programmes that make it to the municipality without consulting the communities and ignoring the local human resources as trainers of facilitators”, the delay in the provision of financial, material and human resources which result in programmes not being completed”, “the promotion of State dependency”, “the party-politics aspect of many activities”, “the low presence of local and provincial governments in the communities without opportunities to present needs and proposals”. These circumstances are seen as obstacles that inhibit participation and generate fear among women of being utilised. We believe it is necessary to debate about the permanent process of learning and therefore of empowerment- and about the generation of enabling conditions for women from the popular sectors to “put together” their portfolio of assets. To work on the binomial learning/empowerment means to go beyond but to include- the consideration of methods, contents and types of training programmes, their time frameworks and resources. From our point of view what is important is to promote conditions for the generation and strengthening of the various assets, taking into account their interactions and their co-determination within the binomial learning/empowerment. From this point of view, there is an intrinsic limitation in programmes that only focus on the educational aspects, and also in any sectoral programme that leaves out education. Examples of what was said above, according to women who lead several experiences in Latin America, is that the programmes that reach their communities should improve the access to financial resources, provide training and access to relevant, complete and updated information, provide guidance on programmes and projects from the municipality, adapt the normative on certification, permission and registration for the production and commercialisation of food for human consumption, improve work conditions and the remuneration for women who work in nursery schools and school kitchens, extend social security to farm workers, guarantee regular provision of inputs and raw materials required by the social production units, etc. The list could go on, but it brings clarity in terms of the diversity, flexibility and adaptability that the programmes aimed for this population must have. From this point of view, and looking at the plans, projects and programmes included in public policies as distributors of assets, that at the same time affect the availability of assets of citizens, it is necessary also to debate around the type of relationship that is established between the programme agents and the participating population. In consequence, the need to clearly identify how the programme agents interact with the participants becomes central, in order to enable the women to make use of their assets in relation to their interests. When using this approach, the consideration of the structures of the programmes, the operation modes and the necessary training of the agents challenges us again in order to ensure that the economic resources, the knowledge, the information, the links, etc. that are used, become means for the women to move forward in the exercise of their rights. - Pereyra Sarti, Emprendimientos económicos exitosos liderados por mujeres de sectores populares, un desafío para los gobiernos locales. Ponencia para el Seminario “La arena local, un espacio para las políticas públicas de género”, Montevideo, abril de 2000. - J. Anderson, Guía Metodológica para el Diseño de Políticas de Desarrollo con Enfoque de Género en la Región Amazónica, Caracas, Tratado de Cooperación Amazónica (Secretaría Pro-Témpore), FAO-Ministerio de Cooperación Técnica de los Países Bajos, 1999. - CAMPO AC, Los Recursos de las Mujeres y cómo fortalecerlos, Guadalajara, México , 2004 - Rede Mulher de Educaçao, Os activos de las Mulheres, San Pablo, 2004. Se trata de una versión adaptada del manual original - Merz, Gabriele, Informe Anual, Caracas, Venezuela, 2006 - Angulo Lourdes, El Papel de los Gobiernos en el Desarrollo de nuestros Activos en Seminario Virtual “- Participación Económica de las Mujeres, instrumentos para influir en políticas públicas” REPEM Montevideo Uruguay, 2004 - Brouwer Jani, Martinic Sergio, Promotores comunitarios: sus aportes y dificultades, The Hague, Bernard van Leer Foundation, 1991
|