| THE TEACHING PROFESSION DEBATES AND PRESENTS PROPOSALS FOR THE STRENGTHENING OF PUBLIC EDUCATION  
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| Part I. |
| The 1990s mark a decade in which some of the teaching organizations united in the Federation of Teaching Organizations of Central America (Federación de Organizaciones Magisteriales de Centroamérica – FOMCA) initiated systematized and articulated work in the field of training, formation and promotion of female unionized education workers, with sights fixed on integral formation and access to directive posts in the teaching sector. That decade, through highs and lows, reaped its fruits, qualitatively and quantitatively transforming power relations in the heart of many organizations, with women assuming national directive posts historically “censured” to them. By decade’s end, notable advances had been achieved in gender-participation parameters in said seats of political-union power and decision. It was precisely in that moment that the need emerged to continue to reinforce training, formation and promotion of feminine leadership, placing another need in front of the question: How have our achievements in the political-union sphere impacted in the classroom alongside our students, in our daily educational duties, and in institutional inter-relations? The question was initially formulated from the individual perspective, soon moving to the collective, and subsequently given shape in the educational module We Women and We Men in the Family, the School, the Community (1999-2001, SEC-Costa Rica), thanks to the solidarity of CoDesarrollo Canada, the BCTF and CTF. And in 2002, we found ourselves in Panama, female education leaders from FOMCA and from SUTEP, under the fraternal care of FREP, to learn about said experience carried out by a team of unionized female teachers from the SEC. We shared the experience and the educational module, and we intertwined dreams and commitments in order to –from our classrooms- establish common efforts and new sights toward establishment of a non-sexist, inclusive, and democratic educational proposal, whose essential references are founded in the realities themselves of our countries. Educational proposals that break with schemes and relations of subordination, oppression and immobilization, for which the school has been a common place of socialization to perpetuate said relations. This article constitutes the first of a series in which the experiences we have been developing in this field (2002-2008) will be narrated by the voices themselves of those who form part of this ethical-political commitment, contributing to quality public education in our countries. |
María Trejos Montero
 
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| "The experience of FREP in formulation and application of A Non-Sexist And Inclusive Educational Proposal”. Lessons for our communities. |
| Interview with: Zoraida I. Aizpurúa Ministry of Feminine Affairs-FREP Reformist Front of Panamanian Educators/ Frente Reformista de Educadores Panameños |
| The experience of the non-sexist and inclusive teaching project in Panama • What are the most relevant aspects of a summary of the experience? |
| From its beginnings, FREP has characterized itself by its constant contributions to Panamanian education, through trainings, workshops, programs and publications, to the benefit of its male and female members, as well as the Panamanian education community. Our organization has also jointly participated with other national and international organizations in defense of the rights of women, girls and boys, and the family, and it is through such collaboration that it participates since 1992 with the Federation of Teaching Organizations of Central America (FOMCA) in training and meetings on issues related to the gender perspective. We have also actively contributed to promote the development of a non-sexist teaching methodology as educational proposal. Through those efforts, in 2000 we presented a proposal to BCTF, CO-Desarrollo Canada and the CTF of the Non-Sexist Education Project oriented to Basic General Education. Said proposal and accompanying request for financial support were approved. |
| • When did the training and formation process begin? |
| We initiated this project in 2002 with the backing of the Ministry of Education (MEDUCA), implementing it in a few schools in three provinces: Bocas del Toro, Veraguas and Panamá. The project was developed in all of its phases in the province of Veraguas. Out of that experience emerged the Methodological Guidebook for Practice of Non-Sexist Teaching. The five phases of this project were as follows: First phase: Training of (male and female) teachers from the provinces of Bocas del Toro, Veraguas and Panamá. Second phase: Application in the classroom by the teachers concentrated in the province of Veraguas. Third phase: Elaboration of the Methodological Guidebook for the practice of Non-Sexist Teaching. Fourth phase: Validation of the Methodological Guidebook for practice of Non-Sexist Teaching, by participating teachers in the province of Veraguas. Fifth phase: Publication and presentation of the Methodological Guidebook for practice of Non-Sexist Teaching. |
| • What was the impact in the female and male teachers, students, and mothers and fathers? |
| With the development of this small project we can say that the experience of carrying out the work with the male and female teachers, students, and parents was very important. It gave us the opportunity to very closely observe the changes in their whole, as well as the change of each of the participating teachers. Their own transformation was necessary in order to place into practice the new methodology with male and female students, and mothers and fathers. The teachers also solicited the collaboration of the Health Ministry with which they worked on some activities such as sex-gender system, family responsibilities, values, and other activities. |
| • Could you highlight the main successes and limitations, as well as the projection of the experience? |
| Successes: Based on the diagnosis from the workshops, the six basic modules were elaborated which are the content of the guide we elaborated and which culminated with this project. Limitations: 1.- The assigned budget turned out to be very little with which to develop the guidebook. 2.- For the same reason, we were only able to develop the complete project in one province. Projection: We were always clear that the next goal was to develop the Methodological Guidebook for a Non-Sexist and Inclusive Education. |
| • What are the main elements that make up the present stage of development and training of the Project initiated in 2007? |
| The Project is called: “Incorporating a Non-Sexist and Inclusive Education in Daily Teaching in Panama”. Its general objectives are: a) Develop work between the Ministry of Education and FREP in teachers’ training for application of non-sexist and inclusive education in daily teaching practice. b) Train participating teachers in application of non-sexist and inclusive education in daily teaching practice. c) Familiarize participating teachers in the use and application of the Methodological Guidebook on Non-Sexist and Inclusive Education, elaborated by FREP. On the population benefited and workshop participants: The training was carried out in five of the country’s educational regions. A total of 40 programmed hours were completed in each region, in two phases including three days one week and two days the second week. Province of Coclé: Participants included 42 teachers from 11 schools, with the presence of female directors and supervisors from the region and the visit of BCTF Coordinator, Professor Steve Stewart. Province of Colón: Participants included 42 educators from 8 schools and 1 supervisor for a total of 43. Province of Darién: The 24 participants included 23 educators from 11 schools and 1 supervisor. Province of Herrera: The 29 participants included 28 teachers from 11 schools and 1 supervisor. Province of Panamá: A total of 21 teachers from 10 schools participated in this training. |
| • How did the teachers participate? |
| The male and female participants were all clearly motivated by the theme of non-sexist and inclusive education. They actively participated in the seminar in the discussion of issues and in the elaboration of practical work and educational materials, and later in the presentation of the same. The participants noted that through application of these experiences acquired during the seminar they will be able to achieve better results to the benefit of the student body and of society, and that all the concepts are applicable in all the subjects. |
| • What are the main components of the educational module? |
Title of the Module: “Methodological Guidebook for the practice of Non-Sexist Teaching”. Content: Based on the diagnosis from the Workshops, six modules were elaborated which may be developed in sequence or separately. They are sufficiently flexible that they may be adapted to the needs and realities of the context. The six modules are as follows:
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| • Could you share some of the lessons obtained during the National Meeting? |
| We had the participation of 88% of the participants we had planned, with the absences attributable to labor conditions, poor weather conditions, and the end of classes in some regions. It is important to point out those teachers from all the provinces in which programmed workshops took place participated in this meeting. The participants presented their experiences after having placed into practice the knowledge acquired on the Methodological Guidebook for the Practice of Non-Sexist Teaching in their schools, especially with their students. We were also able to observe that the majority of participants had internalized the methodology and techniques for practice of non-sexist teaching. They reported changes which had occurred in the presentation of educational materials, language, games and activities within the classroom and during recess, and in the family and the community. Regarding the integration of the family and the community in application of the practice of non-sexist teaching, the motivation exists and said integration is therefore currently being developed. |
| • In conclusion, what are the main limitations and achievements to date? |
| Limitations
– The teachers’ and popular movements related to social demands which took place in the country prevented the project from initiating on the programmed date. – In reference to the 20.5% that we came up short in accordance with programmed figures, we point out that in the three provinces, specifically Darién, Herrera and Panamá, there were some difficulties with the selected schools due to lack of effective communications infrastructure (telephone, fax, e-mail, etc.) with which to reach the designated teachers. That situation prevented us from fulfilling anticipated participation in some workshops. – Weather conditions, labor situations, and transportation and communications deficiencies prevented many teachers from attending the National Meeting. Achievements– The percentage of participants was obtained through well-planned announcement of the event and the participation of the designated teachers and Education Ministry authorities who carried out follow-up with the teachers in each school, and who themselves also participated in the workshops. – It is also important to note that for the first time, we carried out activities through the Ministry in two provinces, Herrera and Darién, through which our organization detected new male and female leaders. – We also obtained the inscription of 25 new teachers who now form part of our organization. – The participants reported having lived a new experience which will be very useful in their daily educational, family, and community activity. |
| • What are the main lines of action or projection? |
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– That all the participants serve as multipliers in their work places, homes and community. – Organize training programs for mothers and fathers. – Impart these seminars at all the educational levels. – Provide necessary follow-up to teachers regarding application of this knowledge in their work places. – Undertake visits to the selected schools to speak with the Directors and present them with the project and the designated teachers. – Plan ahead to make sure that those teachers who are unable to participate are replaced by others. Finally, in our opinion the PNS Project has been a great opportunity to reach teachers not only in the selected provinces but also at the national level.We would like to thank Co-Desarrollo Canada, CTF, and BCTF for all of their collaboration with us to ensure a positive completion of this project. Our gratitude is also extended to the SEC for allowing us to observe their project. |
| Luzmila Sánchez Cosio Zoraida I. Aizpurúa General Secretary Sec. Feminine Affairs |