La posibilidad de innovar en el campo educativo parece, a día de hoy, una osadía e incluso un sinsentido. Pero las cifras hablan por sí solas y actualmente España cuenta con una tasa de más de un 30% de abandono escolar, el doble que la media existente en la Unión Europea. Cifra que evidencia, que nuevas propuestas educativas deben iniciarse de cara a paliar las necesidades y demandas que presenta nuestro sistema educativo actual y por lo tanto, provocar un cambio cultural que impulse y favorezca la puesta en marcha de iniciativas emprendedoras como la que a continuación se mostrará.
Las diferentes leyes que han regido el ámbito educativo a lo largo de todos estos años han contemplado como uno de sus fines prioritarios el combatir, lo que hasta la fecha sigue siendo uno de los mayores problemas que padece nuestro sistema educativo y, por ende, nuestra sociedad, es decir, el fracaso escolar, el abandono prematuro, la baja cualificación de aquellos que finalizan sus correspondientes estudios, la falta de cultura y actitud emprendedora, entre otros muchos aspectos. Órdenes, leyes, normativas, resoluciones, programas y pactos educativos influenciados por ideologías políticas y modas pedagógicas que no hacen sino generar una espiral en la cual los docentes se sienten ajenos, obligados a adaptarse constantemente y en consecuencia, a desmotivarlos de cara a emprender cualquier iniciativa o propuesta innovadora.
Se detecta así mismo, una crisis aguda en la educación en valores y el fomento de la participación ciudadana como consecuencia de la sociedad de consumo en la que estamos inmersos y que promueve, favorece e incluso premia actitudes consumistas, pasivas, acríticas e irreflexivas que derivan a su vez en posicionamientos competitivos, intolerantes e individualistas contra los que cada vez es más complejo enfrentarse.
Pero existen experiencias, proyectos que sí están demostrando que otra forma de concebir la enseñanza es posible, que es viable introducir en el sistema educativo actual estrategias didácticas que posibilitan la participación de los estudiantes en propuestas de intervención social en las que, además de aplicar los conocimientos que van adquiriendo en el espacio educativo convencional, se les involucra activamente en determinadas problemáticas de profunda repercusión social.
Roser Batlle, emprendedora Ashoka 2008, lidera en España la metodología del Aprendizaje Servicio (APS) desde hace 20 años. Una actividad educativa que combina procesos de aprendizaje y de servicio a la comunidad en un único proyecto bien articulado, en el que los participantes, alumnos de centros educativos formales, aprenden mientras trabajan necesidades reales de su entorno más próximo con la finalidad de mejorarlos.
Se trata de una forma de entender la ciudadanía, basada en la participación activa y la contribución a la mejora de la calidad de vida de la sociedad. Una manera de entender el aprendizaje basada en la investigación, la acción, la reflexión y la responsabilidad social. Una nueva forma de entender la educación en valores basada en la vivencia, la experiencia y la construcción de hábitos.
Roser, afincada en Barcelona ya ha saboreado el éxito con los resultados alcanzados a través de experiencias que se han llevado a cabo en diversos centros educativos de Cataluña. Experiencias que abarcan diversas áreas como por ejemplo salud, medioambientales, cuidado de ancianos, bibliotecas, etc. y que han sido incluidas en los diferentes currículos educativos.
En esa búsqueda por seguir innovando, por seguir acercando a los jóvenes de hoy experiencias reales en las cuales puedan participar de forma activa y aprender al mismo tiempo, la Asociación Nittúa de la ciudad de Valencia, identifica el Aprendizaje Servicio como medio idóneo con el que introducir uno de sus proyectos en los centros educativos.
Nittúa, compuesta por Raúl Contreras (Emprendedor Social de Ashoka en 2006) y Núria González, es una plataforma para el cambio social cuyos ejes principales son la inserción social, el desarrollo local y la economía solidaria. Entre otras muchas cosas, impulsa el proyecto de la Banca Ética Fiare. Un proyecto de creación y consolidación de un sistema estatal de banca ética que se constituya como una alternativa elegible por la ciudadanía y que actúe al mismo tiempo de forma significativa en la transformación del sistema financiero actual posibilitando que todos, personas y entidades, podamos transformar nuestra sociedad en una realidad más justa, participativa e inclusiva.
Fiare Banca Éticase constituye como un instrumento disponible para toda la ciudadanía activa (personas, familias y organizaciones) que quiere recuperar la gestión de sus ahorros y a su vez, dirigirlos hacia proyectos y actividades que posibiliten impactos sociales positivos. Una herramienta de intermediación financiera encaminada a la transformación de nuestra sociedad actual.
De la conjunción de ambos proyectos Nittúa estructura una propuesta que integra 3 ámbitos que, si bien pudieran parecer aislados, se configuran en un marco único donde espacio educativo, intervención social y banca ética se integran para dar paso a una estrategia de acción social, educativa y económica que permite constituirse como una verdadera palanca de cambio.
En concreto, Nittúa se dispone a impulsar una iniciativa que, a través del APS, acerque a los alumnos de educación secundaria, bachillerato o bien del ámbito universitario, la economía solidaria y todo lo que ello conlleva, poniéndola al servicio de experiencias, realidades y/o acciones que hayan sido detectadas por alumnos en sus entornos más próximos y de este modo, hacer posible un mundo más justo, más humano y más sostenible.
Las líneas bajo las que se sustenta este proyecto son:
- La formación económica/financiera en los centros educativos formales es prácticamente inexistente.
- Los adolescentes carecen de una actitud crítica y reflexiva en cuanto a la disposición monetaria se refiere.
- Las entidades y organizaciones que impulsan la economía social y solidaria no disponen de nexos de unión con los jóvenes de nuestra sociedad y menos aún con el sistema educativo actual.
Todo ello trae como consecuencia que no exista una consciencia real y práctica que permita a los jóvenes poder tomar decisiones desde un posicionamiento crítico, ético y racional ante aspectos económicos/financieros.
El proyecto en definitiva permitirá que la economía social y solidaria se asiente dentro de la propia administración pública, al mismo tiempo que logrará introducir conceptos propios en el discurso educativo al combinar procesos de aprendizaje y servicio con la participación activa de los alumnos quienes identificarán, resolverán y gestionarán necesidades reales de sus entornos más próximos.
Todo ello con el objetivo final de incluir en el currículo del sistema educativo, de forma sencilla, organizada y continua elementos de educación financiera que posibiliten a todos los agentes que intervienen en él otras formas de entender y hacer economía y por tanto, de situarse ante la sociedad y ser corresponsables con la misma.
Raúl y Núria
NITTÚA
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