Implications of Freirean Philosophy to International Education Development: In the Case of Yo Sí Puedo

Abstract

The critiques that international education development and its endorsed programs in the Third World have received during the past couple decades can be summarized into a top-down, mechanical and prescriptive aid, without much emphasis on the issue of quality. As an alternative approach, education philosophy by Paulo Freire was suggested promoting bottom-up, participatory and culture-sensitive international aid. The characteristics of Freirean education philosophy were also evident in the international literacy program called Yo Sí Puedo (YSP, Yes I Can), the learning method of literacy designed by the school of Cuban educators in IPLAC (Instituto Pedagógico Latinoamericano y Caribeño) in 2000.

This paper recognizes YSP as an emblem of Freirean education philosophy and further makes an analysis in order to induce a fruitful implication to future policymaking in the field of education ODA. The purpose of this paper is to identify and indicate its features which the conventional practices are deprived of and have overlooked in terms of realizing what is called an education aid.

First, Freire espoused an alternative concept of aid architecture and coined it an authentic help which operates upon the spirit of solidarity. A practice based on this ethos also takes place within YSP as a part of South-South Cooperation (SSC) evident in Cuban overseas assistance. Cubans express solidarity by celebrating partnership with the participating country with a full respect for its national sovereignty and self-determination being freed from any financial leverage that usually draws donor and recipient into the market arrangement of globalization.

In terms of theoretical concepts implemented in YSP, Freires term of conscientization was instilled and has framed its educational purpose. Under the name of literacy education, Cuban educators concentrate on transformation of an individual and her/his surrounding society. This was embodied into activities of YSP conforming to Freires concept of critical pedagogy such as dialogic and problem-posing education, thematic investigation, and culture circle. These are especially highlighted at the opening stage of the class. Each YSP class starts off with participants discussing an idea or line whose meaning arouses debate or reflection. For example, a class could begin with a phrase Open the gate, a message being so familiar but enlightening that literacy opens a new world and youve embarked on a new journey.

To sum up, YSP with the characteristics of Freirean education philosophy can be considered as an international project of experience sharing. That is, the priority lies within the self-determined development of the participating country. Cubans are well aware that there is no such thing as an absolute, master-key-like policy to economic and social development and neither does a country with better economic situation have the right to impose or inculcate with certain way of development nor practice such power to the less developed countries. Thus the educators of YSP participate at the development of a country in search for its endogenous way of growth and confine their input to strictly an experience sharing.

Additionally, YSP as an experience sharing not only lets Cubans exhibit different purpose of aid but also allows them to come up with a signature content originated from their self-determined development that no other countries can imitate nor perform a better aid. YSP is highlighted in Cuba since education or literacy education played a pivotal role in terms of achieving its social progress and transformation.

From the educational perspective, YSP is operated on the basis of Freirean education philosophy. It is digressing from the current practices of international organizations that often disregard and consider less about theories and philosophies of education. All in all, educators of YSP jump into the international development arena with an in-depth knowledge and quality skill of what they can do best and attribute to the world. They certainly are inspiring in terms of enriching diverse cultures and eliciting different dialogues in the ever-standardizing aid community.