LABORATORIES OF KNOWLEDGE
Free School project BeAmazon was born out of interviews with residents and leaders of indigenous reserves and field research which we do during each of our annual missions to the Colombian and Peruvian Amazon trapezoid.
To BeAmazon a leader is both born and made. The advantage of humans over all other species on the planet is the way we absorb knowledge unlimitedly, plus the power to decide our destiny and the ability to readjust it as we become aware of our mistakes.
Leadership training is focused for both adults and children in the school process.
“Whoever is not a leader is only not because they have not been taught to listen inside.”
To create an educational model adapted to the realities of indigenous people and responsive to their needs.
Train educators, understanding this figure as a counselor and mediator between the environment and the student, not as a transmitter of knowledge or even as an instructor.
The subjects selected for study reflect the basic aspects of the local culture and reality. They have been selected as necessary, valuable and interesting for students.
They are a vehicle for achieving the objectives and in them we will develop the teaching-learning process. Students access them through the actions and activities carried out on objects and situations.
Therefore, the methodology we use to access this content will have an important weight in the teaching-learning process.
The methodology we propose stems from the methodological principles of constructivist orientation. From this perspective, students construct their learning. The teacher supports, enables power, organizes, promotes, …
The student will be encouraged to question absolutely everything that is transmitted and to verify the information as true in person. This ensures that individual beliefs are acknowledged but that students do not learn truths based solely on their own experience. We are against memorization and rote learning. Our work as transmitters of knowledge is to sow the spirit of researcher and leader.
Our methodology is based on contributions from prestigious educators, from which basic principles of educational intervention are communicated and that will govern our daily work.
The principles are:
Functional learning, which count for something. (Ausubel)
Heuristic or discovery learning (Brunner)
Self-education and self-activity. “The first task of education is to shake life, but leave it free to develop” (Montessori)
Mediated learning, the teacher acts as a filter to generate student learning. (Feuerstein).
Individualized learning, because they must be adapted to the individual and specific characteristics of the student. (Cognitive theory of Piaget)
Socialized learning, because they must cultivate habits of socialization as well as being enriching on an interpersonal level. (Theory of social development. Vygotsky)
Cooperative learning, where positive socialization patterns enhance performance and productivity of the pupils is generated. (Freinet)
From the interests and needs of students and give the contents a comprehensive approach. (Decroly).
Promote the activity of the students. The child’s experience is the basis for intellectual education. (Ferrière).
In addition to these early educational interventions, we will use other strategies such as:
Different groups of students according to the needs and motivations, as group work promotes socialization and cooperative work.
Attention to diversity. With personalized care measures, respecting the different rhythms of learning and addressing the psycho-evolutional characteristics of each student.
Direct observation of the environment.
Resources are the means for the development of the educational intervention. Your selection is critical as it enhances or hinders the process.
Each school now has an infrastructure that facilitates the meeting place. But the action we propose as the main source of learning is the natural environment: the Amazon rainforest is the largest and richest laboratory stimuli to which a child and an educator can aspire. The jungle environment and indigenous culture in each community provides the necessary conditions for a class of mathematics, biology or physics is much more interesting and useful than a simple lecture heard from a class desk.
– Teachers and educators, understood as mediators and counselors of the teaching-learning process.
– Families of the students, and that collaboration between family and school and close links give coherence to the work process allowing both to focus in the same direction.
– Other people who may eventually work in a timely manner, enriching and contributing knowledge (medical, boatbuilder, farmer, builder, cook, veterinarian, musicians, …)
The school should be understood as an open society and society must open its doors and allow the students into its environment.
We work to ensure many of the teaching materials are obtained from recycling practices (as suits the requirements) in order to stimulate creativity both in the student and the teacher, in addition to helping to create patterns of respect for the environment .
We do not want to feed the excuse of “if we do not have support for purchasing of materials, we cannot teach.”
Our FREE SCHOOL is financed mainly through private donations. Don’t sponsor a child, SPONSOR AN EDUCATOR! Our school is free for all members of the Indian reservations, but we recognize the work of the educators economically.
A teacher in the Amazon earns the equivalent of € 2,661.52 per annum, that’s a salary of € 221.79 / month. Help us by sponsoring an educator and contribute to free schools continuing to train people with conscience in the Amazon. You can donate from 10 € / month.
Write to: firstname.lastname@example.org, and tell us if you want to do an event, be a teacher in the Amazon or volunteer.