Los desafíos educativos en Paraguay: la desigualdad socioeconómica como obstáculo clave al progreso educativo

Introducción  

El Paraguay es un país sudamericano que contiene una población muy variada desde un punto de vista étnico y racial.  Numéricamente, más de la mitad de la población es mestiza, el 30 % es blanca, y casi el 3 % es indígena. Estas cifras son importantes para crear políticas que incluyan a todas las personas. 1 Otro factor importante en Paraguay es el papel de la religión en la sociedad. Segundo los datos de Latinobarometro, casi el 90 % de la población paraguaya es católica. Por consiguiente, la religión juega un papel muy fuerte en las decisiones y en el comportamiento ético de las personas. Las decisiones culturales basadas en la religión tienden a definir roles distintos entre los géneros y las razas. La población también se divide entre urbana y rural, con casi el 40 % de población rural y agrícola. Esto genera una diversidad de acciones que acentúan la desigualdad de género y los perjuicios asociados al destino de algunos grupos de la sociedad.  

Marcado por una secuencia de gobiernos autoritarios y complejos procesos de desarrollo,  Paraguay tiene inmensas desigualdades sociales reflejadas en la educación.  Estos factores son relevantes para analizar la situación educativa y los desafíos que el país enfrenta.  

Cuando se le pregunta acerca de la equidad en el acceso a la educación, el 47,5 % declara un acceso “injusto” mientras que el 32 % menciona un acceso “muy injusto”. Esto nos lleva a preguntarnos: por qué el acceso a la educación en Paraguay es considerado muy injusto por la mayoría de la población?   

Desigualdad social y pandemia de Covid-19   

El primer gran problema que afecta la educación es la desigualdad. Datos de 2020 revelan que el debate sobre los problemas en el país está relacionado a la pobreza, a los problemas financieros y a los desafíos educativos. 2 

Esto es algo que afecta no solo Paraguay sino toda la América Latina y el Caribe. Por ejemplo, durante la pandemia de Covid-19, hubo lo que se llama “oscurecimiento educativo.” 3  

A causa del cierre de las escuelas, la educación se llevó a cabo en línea. El problema en esta situación es que el acceso a internet está limitado por el equipo, la calidad de la red y las habilidades digitales. Los datos de la Commisión Económica para América Latina y Caribe (CEPAL) indican que, entre los estudiantes menores de 18 años, alrededor del 60 % no tiene acceso a internet en Paraguay. Esto se ha convertido en un desafío para la educación durante los dos años de educación a distancia. Sin embargo, considerando la realidad en la que vivimos actualmente, esto sigue siendo un problema para el país y la región.  

El acceso desigual a la educación ha afectado los índices educativos mucho antes de la pandemia. En 2019, por ejemplo, al comprobar el desempeño de los estudiantes de escuela primaria, resultó que los estudiantes paraguayos tuvieron niveles de desempeño más bajos en matemáticas. Con respecto al poco avance, el Director de la Oficina Regional de Educación para América Latina y el Caribe (OREALAC) de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), Claudia Uribe menciona la necesidad de tomar medidas gubernamentales urgentes para lograr la Agenda 2030. 4 La exclusión en la escuela afecta de manera más intensa a algunos grupos. Los estudiantes indígenos, afrodescendientes y migrantes encuentran desventajas.   

Chicas y mujeres indígenas   

La creación del país se basó sobre la exclusión de las poblaciones indígenas. Por esta razón, podemos observar los impactos sociales sufridos por estos grupos hasta el día de hoy. Hay una gran diversidad étnica. El derecho a la participación política y el acceso a la educación son esenciales para mitigar estas desigualdades. Existen avances constitucionales en este sentido, como la Constitución del 1992, que reconoce y garantiza los derechos de los pueblos indígenas en Paraguay:  

ARTICULO 66 – DE LA EDUCACION Y LA ASISTENCIA 

El Estado respetará las peculiaridades culturales de los pueblos indígenas, especialmente en lo relativo a la educación formal. Se atenderá, además, a su defensa contra la regresión demográfica, la depredación de su hábitat, la contaminación ambiental, la explotación económica y la alienación cultural. (Artículos de la Constitución Nacional)5 

Sin embargo, los pueblos indígenas se enfrentan a la exclusión y pobreza. Esto afecta los indicatores educativos de la población indígena, que empeoran cuando se considera la realidad de la población feminina indígena. En Paraguay, la escolaridad gratuita y obligatoria dura nueve años (educación básica). Considerando esto, los hombres indígenas permanecen en la educación poco menos de cinco años, mientras que las  mujeres indígenas aproximadamente 3,5 años. Podemos observar una gran diferencia en la cantidad de educación garantizada. Los datos de la Encuesta Permanente de Hogares Continua (EPHC) muestran las tres principales razones por estos egresos escolares. 

Primero, razones familiares. Alrededor del 20 % de las mujeres indígenas abandonaron sus estudios porque tenían demasiadas actividades domésticas. Segundo, los aspectos económicos. En este caso, más del 25 % de los hombres indígenas abandonaron la escuela porque necesitaban conseguir un trabajo. Tercero, la falta de suficientes institutiones educativas. Specialmente, una educación  en la que se tengan en cuenta su cultura y sus opiniones, como se menciona en el artículo constitucional.6  El modo de vida de muchas comunidades indígenas sigue basándose en las costumbres de caza y recolleción. Una escuela que se adapte a esa realidad es necesaria, y, para ello, el gobierno necesita invertir en este tipo de propuesta más allá de una visión constitucional.7  

Esta es una realidad de desigualdades raciales- étnicas, pero también de desigualdades de género. Una realidad que se ha propagado desde la época colonial, en la que las mujeres indígenas fueron secuestradas por los colonizadores para ocupar puestos de manutención doméstica y para la procreación.  El proceso colonizador ha afectado el sistéma económico de estos pueblos tradicionales, que no es considerado suficientemente productivo.  

El papel de las mujeres indígenas, entonces, cambia dentro de esta realidad. Por lo tanto,  su situación socioéconomica tiene tal impacto en el logro de la educación. Casi el 70 % de la mujeres indígenas son pobres. Muchas de ellas son consideradas “economicamente inactivas” porque solo realizan actividades domésticas.8 Algunos autores mencionan que “ser una mujer indígena” en esta sociedad implica triple discriminación : étnica, de género, y de clase. La garantía del derecho a la educación para esta parte de la población paraguaya es urgente. Aunque se han hechos des avances, es necesario institucionalizar mejor esos derechos. Esto debe hacerse respetando y fortaleciendo la cultura específica de cada grupo indígena.  

Conclusión  

Las lineas de esperanza para mejorar los desafíos educativos que enfrenta Paraguay necesitan estar dirigidas a mitigar la desigualdad socioeconómica. Una estructura escolar más inclusiva, equitativa y segura es necesaria. Sobre todo, la universalización del acceso a la educación secundaria. El uso de la transformación digital en favor del progreso educativo es también urgente ya que es un aprendizaje útil y esencial para la realidad contemporánea en la que vivimos. Invertir en la educación es una de las claves del desarollo sostenible.  

Los efectos de la desigualdad también están relacionados con la realidad de las mujeres indígenas. Sin embargo, más que políticas para mejorar y acciones para combatir esta desigualdad, es necesario darle a estas mujeres el poder de tomar decisiones. Las cuestiones de la pobreza y de la educación son solo algunos de los problemas que enfrenta este grupo. La violencia es alta y muchas mujeres indígenas se están organizando como activistas para combatir la violencia. En este sentido, el activismo y la organización de estos pueblos están avanzando continuamente para luchar por la garantía de los derechos de los pueblos indígenas. Sin embargo, la acción más adecuada parece ser aumentar las oportunidades de ocupar cargos políticos y situarlos como creadores de específicas políticas públicas .9 

Aunque el derecho constitucional a la educación exista para todo ciudadano paraguayo, es importante señalar la distinción entre la prerrogativa de un derecho y la realidad de una educación de calidad. Para todos.  

Featured image from

Foto: UNESCO warns of a lack of progress in basic learning achievements since 2013 in Latin America and the Caribbean. (2013). Unesco.org. https://www.unesco.org/en/articles/unesco-warns-lack-progress-basic-learning-achievements-2013-latin-america-and-caribbean  

Traducido en español por Eliana Riggi del artículo en inglés: https://brokenchalk.org/educational-challenges-in-paraguay-socioeconomic-inequality-as-key-to-educational-progress/  

   

  

  

  

 

Educational challenges in Nicaragua

Written by Agnes Amaral

Nicaragua is a Central American country that the Spanish colonised in the 16th century. Its independence began at the beginning of the 19th century, with a split between groups that defended monarchical ideals and groups that defended independence. For a time, the country became part of the provinces of Central America, and only in 1838 did it become a republic. Understanding this process of late independence is relevant to understanding the country’s politics and how these relations affect education.

There is an intense process of political rivalry between liberal and conservative groups, which has led to civil war and fostered close relations with US politicians. As a result of these close ties, Nicaragua suffered a series of American interventions aimed at protecting its interests in the region. These interventions led to another civil war, starting in 1926. These conflicts occurred between liberals and conservatives, with various political and local consequences for the population.

Another historical event that has led to analysis of the country’s current situation was the Sandinista insurrection of 1972. These revolutions sought to end a period of dictatorship that had been in place since 1936. This movement was one of the first to align two strands: liberation Christianity and Marxism. Christians played an important role as allies of the revolutionaries in this historic moment.

There are undoubtedly many other nuances and other relevant moments in Nicaragua’s history, but these specific moments indicate the attacks on students that have been taking place recently, especially on university students.

Attack on human rights

In 2018, the Nicaraguan Association for Human Rights (ANPDH) reported the deaths of more than 280 people and more than 2,000 injured due to President Daniel Ortega’s reaction to protesters. The protests were against a reduction in budget pressure. In addition, several university students took to the streets to demand more assertive government action on other issues, such as forest fires. It can be said that this year was crucial for human rights in Nicaragua, especially in terms of education, since students were responsible for demanding fairer actions for the country’s population.

Photo by Markus Spiske on Unsplash

The reactions of the government and government-backed groups against the protesters shocked the country and the world, even causing threats to the Nicaraguan Association for Human Rights (ANPDH), which closed its office in the country due to harassment and death threats over the phone.

Human rights activists become targets of a backlash against protests. Not only students have suffered from this political situation of curtailment of rights, but also doctors and health workers have reported constant attacks and threats.

Since then, it has been possible to observe the role of President Daniel Ortega’s government and how it reacts to social demands. Mainly by attacking students who participated in protests to guarantee human rights.

Attack on universities

In 2022, the struggle of university students continues. Daniel Ortega’s government has instituted reforms to control the country’s education system better. As an example of these oppressive attitudes, the Central American University (UCA) announced that classes and administrative activities had been suspended in August 2022. The UCA’s assets and financial accounts were to be transferred to the government.

Groups from the Jesuit order and students claimed that Daniel Ortega’s government declared the UCA a centre of terrorism against the government. Therefore, it should be held responsible for the university’s accounts. The UN issued a statement reaffirming the impact of this authoritarian change on the right to education. Dictatorial attitudes characterise these actions aimed at the university in an attempt to curtail critical thinking and the right to demand social policies for all.

Photo by Redd F on Unsplash

The question arises regarding the right to education, especially an education that provides free and critical thinking. A variety of theorists and researchers have reinforced the event as dictatorial since not even the university with the highest level of teaching quality in the country was unscathed by government oppression.

The process of revoking these universities, which began with the repressions in 2018, has been accentuated. In 2022, private universities were legally placed as hotbeds of opposition to the government. Several foreign universities with campuses in Nicaragua were closed because they did not follow the authorities of the government in question. The complexity of the issue can be seen in the use of the legal apparatus to silence the voices of students and university professors.

Conclusion

The news from 2023 shows that this event is not over. Daniel Ortega’s government continues to attack university institutions in retaliation for the 2018 protests. Specific attacks on private centres and religious institutions demonstrate a curtailment of the right to education in Nicaragua.

Academics and students are silenced at every turn because there is an attempt to strengthen power and silence political opponents. This is not the first government to try to take away the right to a free and critical education, which shows human rights defenders the need for a continuous struggle to guarantee this right in all spaces. The government’s regulation is mainly aimed at leading institutions in social studies. Researchers are banned from accessing public reports and statistics to carry out their work. It can be said that there has been a definitive attack on education in Nicaragua in recent years.

Many scholars report a totalitarian tendency on the part of the government. The legal apparatus and the force of the state are being used to curtail the right to education, critical thinking, and protests to guarantee quality of life. It is essential to pay attention to this situation since critics and students report disproportionate oppression. The use of militias has been intensive, and the threats to the voices of this oppression have been silenced.

International reactions can be observed, but the COVID-19 pandemic has changed the perception of the events suffered by Nicaragua students, academics, and human rights defenders. It is necessary to emphasise and discuss what can be done to guarantee human rights, especially critical and quality education, in Nicaragua.

References
  1. Álvarez, M. (2023, May 9). Transforming rural education in Nicaragua: “Rural and Inclusive Digital Education” project advances towards educational equity. UNESCO. https://www.unesco.org/en/articles/transforming-rural-education-nicaragua-rural-and-inclusive-digital-education-project-advances
  1. BBC News. (2018, August 6). Nicaraguan human rights group closes offices after threats. BBC News. https://www.bbc.com/news/world-latin-america-45082607
  1. Confidencial, R. (2023, September 17). Nicaragua’s state universities impose the “Ortega truth.” Confidencial. https://confidencial.digital/english/nicaraguas-state-universities-impose-the-ortega-truth/
  1. Jazeera, A. (2018a, July 17). Nicaragua unrest: What you should know. Al Jazeera. https://www.aljazeera.com/news/2018/7/17/nicaragua-unrest-what-you-should-know
  1. Jazeera, A. (2018b, July 17). Nicaragua unrest: What you should know. Al Jazeera. https://www.aljazeera.com/news/2018/7/17/nicaragua-unrest-what-you-should-know
  1. Jazeera, A. (2023, August 17). Nicaragua seizes Catholic university accused of being ‘centre of terrorism.’ Al Jazeera. https://www.aljazeera.com/news/2023/8/17/nicaragua-seizes-catholic-university-accused-of-being-centre-of-terrorism
  1. Selser, G. (2023, September 12). UN says Nicaragua’s human rights violations and persecution of dissidents are on the rise | AP News. AP News. https://apnews.com/article/nicaragua-human-rights-united-nations-04dd198410aa10760a778166db26a4bf
  2. Seizure of university a blow to science – Researchers. (n.d.). University World News. https://www.universityworldnews.com/post.php?story=20230830114724305

Educational challenges in Costa Rica: human rights and sustainability

Written by Agnes Amaral

Introduction

Costa Rica is located in Central America and has a population of over 5 million inhabitants. This population is made up of around 2.4% indigenous people and 8% of African descent.[1]. According to local laws, the country’s education system is divided into four levels: preschool, basic general education, diversified education, and higher education. To manage this system, there is a Higher Education Council. Since the indigenous population occupies a considerable space in the country’s historical and current process, Decree No. 22072 of the Ministry of Education establishes an indigenous education subsystem.

Generally, basic education in Costa Rica is separated into three cycles for children aged 6 to 14. The modalities vary, but most students attend in the traditional daytime mode. In addition, there are specific centres for students with particular needs, such as special education centres and the “Aula Edad” program for children with age-grade distortion. Another interesting fact about the country’s education system is that night schools offer educational programs for teenagers and adults aged 15 and over who still need to complete their schooling.

Looking at the continuum of Costa Rica’s educational model, you can see a diversified education for further study. There are three main branches: academic, technical, and artistic. Technical and professional education is offered in partnership between the state and private companies. The main centres are the technological institutes and centres (INA, TEC, and UTN). Higher education offers various bachelor’s, master’s, and doctoral degrees. There are state and private universities.

Educational Policy

The Costa Rican Constitution emphasizes the state’s obligation to provide the right to education, as well as food and clothing, for people who will be attending school and cannot afford to buy these items. The policies developed by the state cover different dimensions, such as the presentation of an education system and the observation of the set of possible interventions to keep this system running.

The country has interesting policies for achieving education for all audiences. For example, they have “Creer y crear la Costa Rica del Siglo 21: compromiso país,” which sets out the government’s strategic objectives in line with the UN’s Sustainable Development Goals. Another example of an exciting policy is “La persona: Centro del proceso educativo y sujeto transformador de la sociedad” (The person: centre of the educational process and transforming subject of society), which defines the axes and guidelines that guide education at all levels, encouraging a professional transformation of teachers, the institution and educational management.

Education has become a matter of access for marginalized groups, so the issue of gender and access to education has become a paradigm that affects many countries, especially in Latin America. Costa Rica, for its part, has a policy called the “Action Plan for the National Gender Equality and Equity Policy”, which lists axes around policies to achieve gender equality and equity. It also discusses women’s sexual and reproductive health and promotion against violence.

Photograph by free stock photos from www.picjumbo.com on Pixabay

Human rights

Latin America has suffered from great inequality in general since the transition to democracy from authoritarian governments in the 1980s, which has implications for the region. Education for all is, therefore, difficult to achieve. For this reason, many countries are drawing up reforms to mitigate this inequality, and Costa Rica is one example. As an early adopter of the goal of achieving citizenship through education in the 1990s, it is possible to list the country as a model in the region.

In addition to focusing on elements such as study programs, teacher training, and re-evaluation of school materials, the government promoted education focused on respect for human rights and between people. Special attention was paid to learning about laws and the Universal Declaration of Human Rights, among other regimes that strengthen human rights.[2].

Although human rights and other global themes remained essential topics in the curricular guidelines from Costa Rica in 2001 and 2005, their treatment underwent several changes. Principally, Costa Rica introduced many of these issues as cross-cutting themes. The study programme mentions three cross-cutting themes: (1) Education for Human Rights, Democracy, and Peace; (2) Education for Environmental Protection; and (3) Holistic Sexual Education (MEP 2005a). Rather than teaching human rights as a specific content topic in ninth grade as before, Costa Rica altered the curriculum to make human rights a central component of civic education (Suarez, 2008).

This concern with the cross-cutting nature of these issues establishes Costa Rica as a promoter of education, which has led to a modernization of this system. The attention given to diversity promotes greater integration of marginalized groups, expanding and strengthening the concept of citizenship.

Environmental sustainability

The country has also become a model in discussions on environmental education. Since the 1980s, Costa Rica has led efforts to promote ecological education.[3]Agenda 21 and the sustainable development decade are turning points for promoting environmental education and conservation. Costa Rica has been promoting these studies long before an international decision was taken, which shows it is at the forefront.

The state encourages various activities, especially those aimed at environmental education initiatives. For example, the curriculum includes specific topics for environmental conservation studies. The country has such well-established policies in this respect that it has become an international benchmark for environmental education projects due to the structural encouragement of NGOs and other actors promoting environmental conservation.

Conclusion

Although Costa Rica faces similar challenges to other Latin American countries, such as social inequality and its impact on access to education, the country has become a model in some areas of education. When looking at studies on access to education, it becomes clear how the financial issue linked to the historical-cultural process of the region influences mitigating inequality. It is, therefore, essential to highlight how Costa Rica has made efforts and gained ground in the education process, especially concerning human rights, citizenship, and environmental conservation.

References:

[1] Perfil del pais | SITEAL. (n.d.). Siteal.iiep.unesco.org. Retrieved September 10, 2023, from https://siteal.iiep.unesco.org/pt/pais/costa_rica#:~:text=A%20Constitui%C3%A7%C3%A3o%20Pol%C3%ADtica%20da%20Costa

[2] Suarez, D. F. (2008). Rewriting citizenship? civic education in Costa Rica and Argentina. Comparative Education, 44(4), 485-503.

[3] Blum, N. (2008). Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development, 28(3), 348-358

Agnes Amaral

Agnes Amaral

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Why is the landmine issue a humanitarian problem?

Written by Agnes Amaral

An international problem:

The discussion about landmines and explosives remnants of war is relevant for several reasons. First, because it affects almost all the globe, even though it is more risky in some places. Secondly, there are several civilians who are victims of this problem. In this sense, addressing this problem and working together as a community is one way to deal with it. Above all, the importance remains on framing the issue as a humanitarian problem.

The “Landmine Monitor 2022”[1] by the International Campaign to Ban Landmines offers an amount of information and data about antipersonnel mines that explode from the presence or contact of a person. It is an unstable explosive item used in wars and conflicts, from the past or nowadays. You could say that it is an almost invisible problem since citizens are often unaware that they are walking through areas with landmines. From citizens working on farms to students walking to school, this weapon is fearful in various communities. 

There are discussions about how to solve this problem. One of them is the removal of mines already laid in places of conflict. The other is the non-production of these products. It is necessary to stop their use, transport, and stockpiling of these weapons. In this context, a treaty (the 1997 Mine Ban Treaty) was created to provide guidance on how to mitigate the issue. Both governments and non-state actors implement these measures and ensure their effectiveness. It has been more than 25 years since the signature of the Mine Ban Treaty.

Despite decades, there is still a need for significant efforts to clear lands with landmines. There is still debate about the transparency of the States Parties in disclosing information about these locations, especially about the continued production of those weapons. The report states that in 2021 alone, more than 2,100 people were killed by approaching landmines, and nearly 3,500 were injured. Even more aggravating is that more than three-quarters of these people were civilians.

One of the most significant challenges in applying and enforcing the rules against these weapons is their continued use by countries participating in contemporary conflicts, for example, Russia invading Ukraine. Even though it is not a participating country in the treaty, Russia uses landmines in a participating country. In addition, non-state armed groups also use these weapons as a source of hard power. The report mentions, for example, the use of landmines in at least five treaty countries, such as Colombia and the Democratic Republic of Congo, as well as India and Myanmar (which do not participate in the treaty).

Landmine Monitor 2022 | Children taking part in an explosive ordnance risk education session delivered by local volunteers trained by Hl, in Iraq. © Florent Vergnes/HI, September 2021

A humanitarian intervention:

This is problematic in the sense that it affects citizens on a daily basis. In addition to the insertion of more explosives, people must deal with landmines left over from other wars. It is estimated that about 5,544 people have been killed or injured by this type of remnant explosive. The conflicts that are taking place only add to the increase in this number. For this reason, the issue of ending the use and production of landmines stands out as a humanitarian issue for urgent action.  People who do not necessarily actively participate in these conflicts continue to live in these places with explosives planted.

We need an effective way to slow the pace of survey and clearance. And until we get a practical way to mitigate these explosives, humanitarian education actions are the most effective in combating the growing number of dead and injured citizens. Direct education is needed for the population living and working in contaminated areas and spaces in conflict, such as Afghanistan, Ethiopia, Yemen, and Ukraine.

According to the report, risk education has been conducted in at least 30 States Parties during 2021, with clear examples of improved actions. In addition, the United Nations (UN) Protection Cluster has incorporated risk education as an action plan for humanitarian response in countries that lack such intervention. These plans combine ways to educate and warn the local population about the risks and the places that need to be vacated. The use of media is essential in disseminating this information, but it should not be the only one, as direct dialogue is more effective and more accessible for localities with less access to information via the internet.

Risk Education:

In 2019, the Oslo Action Plan was adopted, which includes a session dedicated to risk education and action plans for State Parties to carry out in this regard. These actions include:

  • Integrating risk education within broader humanitarian, development, protection, and education efforts and with other mine action activities;
  • Providing context-specific risk education to all affected populations and at-risk groups;
  • Prioritizing people most at risk through analysis of available casualty and contamination data and an understanding of people’s behaviour and movements;
  • Building national capacity to deliver risk education, which can adapt to changing needs and contexts; and
  • Reporting on risk education in annual Article 7 transparency reports.

Risk education has become the main pillar of humanitarian action against landmines. Although it is often overlooked or watered down by State Parties with little transparency, it is a humanitarian action that deserves recognition for mitigating casualties and preventing injuries.

The Monitor shows that in 2021, only 8 out of 22 State Parties have delivered effective data on risk education, with an explanation of the activities carried out and specified sex and gender differentiation data:  Angola, Cambodia, Colombia, Iraq, South Sudan, Sudan, Thailand, and Zimbabwe. The other States Parties provided only less detailed information. They prioritized risk education according to the number of events by area, citizens’ proximity, and operators’ location.

Having transparent knowledge about the reality of the population in which risk education will be conducted is important. Issues such as gender, age, and people with disabilities are factors that change the approach and the knowledge to be passed on. In addition, it is necessary to have sufficient knowledge of the risk areas, the most affected groups, as well as the cultural activities and behaviour of these citizens. All these facts are essential in creating risk education programs.

For instance, there are some border regions with refugees or internally displaced persons (IDPs) where risk education must happen in camps and in host communities. While there are communities where children often grow up in contaminated areas but they do not have the knowledge of the risks. Children seem to be targeted for risk education in most of the States’ Parties.

Generally, gender is an issue to look at in global and humanitarian problems because women and girls tend to be the most affected in these situations. In the case of landmine-specific issues, the situation is the opposite. Monitor data shows that women and girls are less susceptible to dangerous behaviour because they tend to take care of household activities. While men and boys tend to be more responsible for travelling away from home, whether for hunting or other activities. But women and girls are still a risk group.

Landmine Monitor 2022 | Beneficiary data for 2021 provided to the Monitor by 57 risk education operators across 23 States Parties.

According to the Oslo Action Plan, there is a recommendation that the State Parties integrate risk education with broader humanitarian, development, and protection actions. This is because there are risk groups that need broader actions, for example, health programs for workers who work in contaminated areas, as happened in Afghanistan. These and other actions are essential for the population at risk.

The effort must also be directed at school children. This is because only a few States Parties have the risk program integrated into the school curriculum: Afghanistan, Cambodia, Colombia, South Sudan, Sri Lanka, and Sudan. Expanding these programs and more integrated education is needed for all participants in the agreement and in all countries suffering from explosive mine problems. Children need to understand the dangers around them in order to avoid death and injury. The role of social and non-state actors in this regard is to oversee these implementations and reinforce the importance of caring for children and local citizens.

Conclusion

Although this issue is a problem specific to some localities, the number of citizens who are directly impacted by landmines and explosives has increased considerably. A problem such as this involves not only the removal of remaining mines but the production of these weapons and their use in conflicts, which is quite complex. The actors involved have various interests in the use and production of these weapons and often, humanitarian and educational actions seem to be diminished when faced with decisions made by state actors.

However, signing treaties and strengthening these rules can be effective in saving the lives of dozens of citizens. For this and other reasons, as global citizens, it is crucial to spread the word about the problem faced primarily by regions that are in conflict. Speaking out and spreading the word about this dilemma enables more non-state actors to learn about the victims of these operations. It also enables special actions, such as risk education, that protect local citizens. It is essential to point out that global information dissemination networks have the capacity to reinforce treaty decisions and pressure governmental agenda changes. In this sense, information exists as an artifice to combat such complex problems. Thus, information dissemination and risk education are valuable tools to protect and unify citizens.

[1] All information and data used here is from the International Campaign to Ban Landmines, Landmine Monitor 2022 (ICBL-CMC: November 2022).

Featured image: JRS and the International Campaign to Ban Landmines: 25 years of the Ottawa Convention and 25 years of the Nobel Peace Prize – JRS.

Girl’s education in South Sudan

Written by Agnes Amaral

The reality of girl’s education in South Sudan must be understood not simply in the context on lack of gender inequality but within a system of class domination based on wartime predation. South Sudan only recently gained independence in July of 2011. There are a lot of implications of wartime and post-war resource capture that overcome education infrastructure now. The civil war increased social inequality and created new social relations in which elites gained substantial power, enabling them to maintain the status quo. 

This formation illustrates how corruption became part of the political system and brought forward problems that affect today’s education system in South Sudan. Principally considering one of the main problems is that the education system is stressed by a lack of school infrastructure and teaching materials, as well as the limited number of qualified teachers. Another problem related to income inequality is the expenses the educational system does not cover. Although education is technically free, families are expected to pay additional fees if they want their children to receive an education—for example, textbooks and uniforms. 

Monica in a classroom in Oxfam’s girls’ education project, Bahr el Ghazal, South Sudan. Photo by Laura Pannack, Oxfam East Africa.

THE ROLE OF EDUCATION

Education is a key determinant for overcoming inequality on a global scale. Post civil war, South Sudan became a subsistence agriculture economy to survive. Children were included in this process and expected to work in order to maintain the household. That is a problem since they don’t have enough time to attend school and school activities. 

Half of the country’s population is in extreme poverty. Work functions as a form of immediate sustenance, taking away education as a fair opportunity. Additionally, there is a low employment in the country. For this reason, most jobs are tied to agriculture and services, children are part of this labor force.

A deficit of government investments in education also accentuates the problem in the country. Only 30% of the population can read and write, according to World Population Review in 20191.

Not only is access to education a problem but consistent enrollment of students in school. Most children cannot complete the primary school cycle. This is due to  financial difficulties and poor infrastructure. Some students must walk more than 3km a day to get to school. This makes leaving school a viable alternative.

GENDER INEQUALITY

These forms of oppression affect women even more. Many girls and women abandon school to perform a common cultural reality in this country, for example, early marriage. Gender inequality directly affects teachers too. According to UNICEF, in 2006, only seven percent of teachers were women.

South Sudan has a conservative ideology promoting the negative perception of women and girls. Women don’t have access to property ownership, and this makes marriage an option to survive. It is a cultural aspect that reflects in all spheres of South Sudanese society. Marriage confines girls into a dependency system because it is the primary source of income. They are expected to labor in domestic chores and have almost no time to dedicate to educational growth. 

Many girls spend their childhood and adolescence carrying water, cooking, cleaning and caring for babies, leaving no opportunity to study and further their education. Education is essential aspect to successfully break down these barriers. Especially an egalitarian education that reduces gender inequality.

Recently, Pope Francis spoke out about the fact that many girls do not make it to secondary education in South Sudan. “Please, protect, respect, appreciate and honor every woman, every girl, young woman, mother, and grandmother. Otherwise, there will be no future” (Reuters) The event brought together religious people and a humanitarian, Sara Beysolow Nyanti, to discuss the protection of women and girls in the country.

Education is a very important agenda. Since it is recognised as an opportunity for  girls and women to access other realities. Not only financial realities but cultural realities that evoke the gender role socially.

The leadership of women who fight for their rights is evidenced, since the challenges they all face, such as forced marriage, lack of school infrastructure, low income, etc., are varied. Although South Sudan offers free education, it is possible to conclude that there are several obstacles to improving the quality of life of these girls. Several studies show how less than half the population attended school, a number that decreases when the cut-off is by gender. Many girls work in agricultural activities to support the household. The confrontation of this problem must be thought through in several arenas. More than just guaranteeing free education, recognising and fighting child labor as a determinant of poverty is necessary. Investments in education must be recognised in the mitigation of gender inequality in order for the future generations to enjoy the benefits that education brings to society.

Educational challenges in Paraguay: socioeconomic inequality as key to educational progress

Written by Agnes Amaral

Introduction

Paraguay is a South American country that contains a diverse amount of ethnical and racial population. In number, more than half of the country is mestizo, 30% of white people, and almost 3% indigenous. These numbers are important in a way to create policies that embrace all people[1]. Another important factor about Paraguay is the role religion plays in this society. According to Latinobarometro data[2], almost 90% of the Paraguayan population is Catholic. This means religion plays a very strong role in people’s decisions and ethical behavior. Cultural decisions based on religion tend to define distinct roles between genders and races. The population is also divided between urban and rural, with almost 40% of the rural and farm population. This generates a diversity of actions that accentuate gender inequality and prejudice linked to the fate of certain groups in that society.

Marked by a sequence of authoritarian governments and complex development processes, Paraguay has immense social inequalities that mirror education. These factors are relevant for analyzing the educational situation and the challenges faced in the country. When asked about fairness in access to education, 47.5% state an “unfair” access while 32% mention a “very unfair” access[3]. This leads us to ask: why is the access to education in Paraguay considered very unfair by the majority of the population?

Digital education efforts in Paraguay – UNICEF

Social Inequality and Covid-19 Pandemic

The first big problem that impacts education is inequality. Data from 2020 reveals that the discussion about the problems in the country is related to poverty, financial problems, and educational challenges[4]. This is something that affects not only Paraguay, but all of Latin America and the Caribbean. For instance, during the Covid-19 pandemic, there is what they call an “educational blackout”[5].

Due to the closing of the schools, education took place online. The problem in this situation is that access to the Internet is limited by equipment, good network quality, and digital skills. Economic Commission for Latin America and the Caribbean (ECLAC) data report that, among students under 18 years old, about 60% had no Internet access in Paraguay. This became a challenge to education during the two years of remote education. However, considering the connected reality in which we live, this can still be considered a palpable problem for the country and the region.

Unequal access to education affects education rates long before the pandemic. In 2019, for example, when checking the performance of elementary school students, the result is that Paraguayan students had lower levels of performance in mathematics. About the low progress, the Director of the Regional Bureau for Education in Latin America and the Caribbean (OREALAC) of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Claudia Uribe mentions the need to take urgent governmental measures to achieve the 2030 Agenda[6].  This school exclusion affects some groups more sharply. Students from indigenous peoples, afro-descendants, and migrants encounter disadvantages.

Indigenous Girls & Women

The creation of the country was based on the exclusion of indigenous peoples. For this reason, it is possible to note the social impacts suffered by these groups to this day. It is a large ethnic diversity. The right to be involved, political participation, and access to education are essential to mitigate these inequalities. There are constitutional advances in this sense, such as the 1992 Constitution, which recognizes and guarantees the rights of indigenous peoples in Paraguay:

ARTICLE 66 – EDUCATION AND ASSISTANCE

The State shall respect the cultural peculiarities of the indigenous peoples, especially with regard to formal education. Attention shall also be paid to their defense against demographic regression, depredation of their habitat, environmental pollution, economic exploitation, and cultural alienation.  (Artículos de la Constitución Nacional)[7]

However, the reality is indigenous people dealing with exclusion and poverty. This affects the educational indicators of the indigenous population, which worsen when we consider the reality of the indigenous female population. In Paraguay, free and mandatory schooling lasts nine years (basic education)[8]. Considering this, Indigenous men stay in education for a little less than five years, while Indigenous women about 3.5 years. A big difference in the amount of education guaranteed. Data from the Permanent Continuous Household Survey (EPHC)[9] shows three main reasons for these school leavings.

The first is for family reasons. About 20% of indigenous women dropped out of their studies because they had too many domestic activities to do. The second reason involves economic aspects. In this case, more than 25% of the indigenous men dropped out of school because they needed to get a job. And the third reason is the lack of sufficient educational institutions. Especially an education in which their culture and their views are considered, as mentioned in Constitutional Article[10]. The way of life of many indigenous communities is still based on hunting and gathering customs. A school that adapts to this reality is necessary and, for this, the government needs to invest in this type of proposal beyond a constitutional vision[11].

This is a reality of racial-ethnic inequalities, but also of gender inequalities. A reality that has been propagated since colonial times, in which indigenous women and girls were kidnapped by colonizers to occupy positions of domestic maintenance and procreation. The colonizing process impacted the economic system of these traditional peoples, which is not seen as productive enough. The role of indigenous women, then, shifts within this reality. This is why their socio-economic status has such an impact on the achievement of education. Almost 70% of indigenous women are in poverty. Many of them are considered “economically inactive” because they only perform domestic activities[12]. Some authors mention that “being an indigenous woman” in this society implies triple discrimination: ethnic, gender, and class.

The guarantee of the right to education for this part of the Paraguayan population is urgent. Although progress has been made, a better institutionalization of these rights is needed. This must be done while respecting and strengthening the specific culture of each indigenous group.

Conclusion

The lines of hope for improving the educational challenges faced by Paraguay need to be directed at mitigating socioeconomic inequality.  A more inclusive, equitable, and safe school structure is needed. Above all, universalization of access to secondary education. The use of digital transformation in favor of educational progress is also urgent since it is useful and essential learning for the contemporary reality we live in. Investing in education is one of the keys to sustainable development.

These impacts of inequality are also directly linked to the reality of indigenous women. However, more than policies to improve and actions to combat this inequality, it is necessary to give these women the power to make decisions. The issues of poverty and education are just some of the problems faced by this group. Violence is high, and several indigenous women are organizing themselves in the form of activism to combat violence[13]. In this sense, the activism and organization of these peoples are continuously advancing to fight for the guarantee of indigenous peoples’ rights. However, increasing opportunities for political positions and placing them as creators of specific public policies seems to be the most appropriate action.

Although the constitutional right to education exists for every citizen of Paraguay, it is important to point out the distinction that exists between the prerogative of a right and the reality of a quality education. For all.

 

References

[1] Soto, C., & Soto, L. (2020). POLÍTICAS ANTIGÉNERO EN AMÉRICA LATINA: PARAGUAY (S. Correa, Ed.; Género & Politica em América Latina, Trans.) [Review of POLÍTICAS ANTIGÉNERO EN AMÉRICA LATINA: PARAGUAY]. Observatorio de Sexualidad y Política (SPW). https://sxpolitics.org/GPAL/uploads/Ebook-Paraguai%202020203.pdf

[2] Latinobarómetro Database. (2020). Www.latinobarometro.org. https://www.latinobarometro.org/latOnline.jsp

[3] Latinobarómetro Database. (2020). Www.latinobarometro.org. https://www.latinobarometro.org/latOnline.jsp

[4] Latinobarómetro Database. (2020). Www.latinobarometro.org. https://www.latinobarometro.org/latOnline.jsp

[5] Caribe, C. E. para a A. L. e o. (2022, November 29). Seminario web “La transformación de la educación como base para el desarrollo sostenible.” Www.cepal.org. https://www.cepal.org/pt-br/node/57919

[6] https://plus.google.com/+UNESCO. (2021, November 30). Resultados de logros de aprendizaje y factores asociados del Estudio Regional Comparativo y Explicativo (ERCE 2019). UNESCO. https://es.unesco.org/news/resultados-logros-aprendizaje-y-factores-asociados-del-estudio-regional-comparativo-y

[7] Artículos de la Constitución Nacional. Secretaría Nacional de Cultura. (2011, August 17). Retrieved April 7, 2023, from http://www.cultura.gov.py/2011/08/articulos-de-la-constitucion-nacional/#:~:text=ART%C3%8DCULO%2066%20%E2%80%93%20DE%20LA%20EDUCACI%C3%93N%20Y%20LA%20ASISTENCIA&text=Se%20atender%C3%A1%2C%20adem%C3%A1s%2C%20a%20su,econ%C3%B3mica%20y%20la%20alienaci%C3%B3n%20cultural.

[8] SOUZA, K. R., & BUENO, M. L. M. C. (2018). O direito à educação básica no Paraguai. Revista Ibero-Americana de Estudos Em Educação, 13(4), 1536–1551. https://doi.org/10.21723/riaee.unesp.v13.n4.out/dez.2018.11759

[9] Principales Resultados Anuales de la Encuesta Permanente de Hogares Continua (EPHC) 2017 y 2018. (n.d.). Www.ine.gov.py. Retrieved April 7, 2023, from https://www.ine.gov.py/resumen/MTA0/principales-resultados-anuales-de-la-encuesta-permanente-de-hogares-continua-ephc-2017-y-2018

[10] INE::Instituto Nacional de Estadística. (n.d.). Www.ine.gov.py. Retrieved April 7, 2023, from https://www.ine.gov.py/publicacion/31/poblacion-indigena

[11] Situación educativa de las niñas y mujeres indígenas en Paraguay. (n.d.). Www.observatorio.org.py. https://www.observatorio.org.py/especial/30

[12]  Situación educativa de las niñas y mujeres indígenas en Paraguay. (n.d.). Www.observatorio.org.py. https://www.observatorio.org.py/especial/30

[13] Por nuestros derechos y contra toda violencia, una reflexión contra la violencia de género con las mujeres indígenas en Paraguay – FIIAPP. (n.d.). Www.fiiapp.org. Retrieved April 7, 2023, from https://www.fiiapp.org/noticias/derechos-toda-violencia-una-reflexion-la-violencia-genero-las-mujeres-indigenas-paraguay/

EDUCATIONAL CHALLENGES IN PORTUGAL: challenges of mitigating socio-economic inequalities

Written by Agnes Amaral

Introduction

At the end of the 1990s, the educational discussion in Portugal was about the need of a school for all people which involved moving towards a more intercultural education. This made bilingual schools a famous model that has grown in the country for the past years. For the 21st century, the discussions involved the direction of children’s education within a social policy and developing beyond the school space. For example, guarantee assistance offered from 11 months of age, put education as a priority in everyone’s life, and adopt a paradigm of lifelong education. In addition, there were actions to prevent early school leaving. The conference held in 2007 by Portugal’s Department of Education[1] was relevant in highlighting these and other challenges of the period. The government priority has become a more smart, sustainable, and inclusive growth in education. To achieve social security, such as guaranteeing jobs. Creating a redirection toward student-centered learning, to make them able to meet the challenges of competitiveness and the use of new technologies. Although there has been an increase in the ranking of elementary school attendance and literacy from 2021 to 2022 Global Gender Gap Report, inequality in access to education is still a reality. Since in Portugal, the socio-economic background of students has a significant impact on their academic opportunities.

woman in black long sleeve shirt holding white face mask

Photo by Kelly Sikkema on Unsplash

Covid aftermath:

Due to COVID there has been an increase in anxious and vulnerable students due to non-face-to-face teaching causing less social interaction among students. The National Council of Education (CNE) reports that 23% of students may not have participated regularly in school activities during distance learning. This mainly affected students who already had less financial or social resources. One of the problems faced was the lack of access to digital platforms and the mediums to access these.

Asylum seekers:

There are some educational requirements imposed by the Government of Portugal that complicate the participation of asylum seekers into education. It is necessary to develop pedagogical activities for the specific needs of these students. It is possible to observe the difference in results for those students with a less privileged background, such as immigrants.[1] The language barrier is also considered a challenge in these situations. There is data showing that foreign students repeat courses in primary and secondary school more often than their peers[2].

According to the DGEEC (2020) report, School Profile of Roma Communities 2018/2019, retention and dropout rates are higher among Roma students than for the general population (15.6% in primary education and 12.6% in secondary vs 3.7% and 12.9% for the whole student population).[3]

Higher education:

According to OECD, Portugal has one of the lowest percentages of 25–64-year-olds with at least a higher education completed. This number becomes even smaller when there is a comparison between genders. While in the natural sciences the number of female undergraduates has increased, in the fields of business, management, and law where the number remains low.[4]

Unemployment and educational attainment:

Compared to other countries, Portugal has a high unemployment rate for those with a bachelor’s degree[5]. The proportion of adults who have been unemployed for at least a year among all unemployed adults with below upper secondary education is relatively high.[6] They face less opportunities due to the lack of labor market to contract qualified people. However, the government tries to improve this reality with programs like Qualifica,[7] which has the main objective of improving the qualification levels of adults, contributing to the progression of the population’s qualifications and improving the employability of individuals. But this is not yet the reality in the country, which seeks to reach the European Union’s employability target (60%) by 2030.

Conclusion

We can conclude that Portugal has many results in its favor. For instance, it has shown an increase of students in university education which is supported by the Adult Impulse Program and the Young Impulse STEAM program, which demonstrates effectiveness in actions.[8] Nevertheless, the economic and social background of the students is still an issue that directly impacts their opportunities of accessing to higher education. However, as mentioned before, the government has taken efforts to mitigate these inequalities specifically in higher education such as the initiative to sign a tripartite agreement to support students in technological areas in 2021[9] and in early childhood education. Another initiative was to create a care plan which plans to expand access to education for all children from the age of 3, with mandatory schooling. The increase in the number of teachers in this area can be considered an efficient factor for the evolution of the project. Nevertheless, there are still some regions that receive more support than others[10] which Portugal needs to address in order to mitigate a clearer fracture in the educational dynamic of the country.

Cover photo – https://pixabay.com/photos/school-draw-drawing-education-1974369/

[1] Leite, C. (n.d.). DESAFIOS QUE SE COLOCAM À ESCOLA EM PORTUGAL [Review of DESAFIOS QUE SE COLOCAM À ESCOLA EM PORTUGAL]. https://repositorio-aberto.up.pt/bitstream/10216/132320/2/444121.pdf

[1] Carreirinho, I. (2021). Country Report: Portugal (ECRE, Ed.) [Review of Country Report: Portugal]. European Council on Refugees and Exiles. https://asylumineurope.org/wp-content/uploads/2022/05/AIDA-PT_2021update.pdf

[2] Education and Training Monitor 2022. (n.d.). Op.europa.eu. https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/country-reports/portugal.html

[3] Direção-Geral de Estatísticas da Educação e Ciência. (n.d.). Direção-Geral de Estatísticas Da Educação E Ciência. Retrieved March 23, 2023, from https://www.dgeec.mec.pt/np4/97/

[4] Education GPS – Portugal – Overview of the education system (EAG 2019). (n.d.). Gpseducation.oecd.org. https://gpseducation.oecd.org/CountryProfile?primaryCountry=PRT&treshold=10&topic=EO

[5] Education GPS – Portugal – Overview of the education system (EAG 2019). (n.d.). Gpseducation.oecd.org. https://gpseducation.oecd.org/CountryProfile?primaryCountry=PRT&treshold=10&topic=EO

[6] Education GPS – Portugal – Overview of the education system (EAG 2019). (n.d.). Gpseducation.oecd.org. https://gpseducation.oecd.org/CountryProfile?primaryCountry=PRT&treshold=10&topic=EO

[7] +eficaz. (n.d.). Portal Qualifica. Www.qualifica.gov.pt. Retrieved March 23, 2023, from https://www.qualifica.gov.pt/#/

[8] Education and Training Monitor 2022. (n.d.). Op.europa.eu. https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/country-reports/portugal.html

[9] ESTEL – Escola Profissional de Tecnologia e Eletrónica – Vídeos – E-volui. (n.d.). Retrieved March 23, 2023, from https://e-volui.pt/estel-videos/?dc=VideoEstel112

[10] Education and Training Monitor 2022. (n.d.). Op.europa.eu. https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/country-reports/portugal.html

Uma resenha de “The Life of Halime Gülsu: The Heavenly Teacher Murdered in Prison (2022)”

Halime Gülsu – O sistema prisional falido da Turquia permitiu uma morte trágica de um belo espírito. Uma resenha de “The Life of Halime Gülsu: The Heavenly Teacher Murdered in Prison (2022)” por Vivien Kretz

 

Como os prisioneiros podem não ser condenados à morte, mas ainda assim serem assassinados?

Como os civis pagam por suas vidas? Perguntas como esta surgem quando se pensa sobre o destino de Halime Gülsu.

Escrito Zeynep Kayadelen e publicado pela organização estadunidense de direitos humanos Advocates of Silenced Turkey (AST), o livro “Halime Gülsu: The Heavenly Teacher Murdered in Prison” é baseado nos relatos das companheiras de cela de Gülsu e seus familires e amigos, que testemunharam seus últimos momentos em vida. Ela morreu como presidiária na província de Mersin, Turquia, devido à falta de atendimento médico.

A história de Halime Gülsu foi reconstruída por “Advocates os Silenced Turkey (AST)”, uma ONG turca. A autora, Zeynep Kayadelen, incita o trabalho no prefácio: “Nós morremos várias vezes” (Kayadelen, 2022, p.09). A falta de esperança aparece nas palavras. Ela dedica a obra aqueles que morreram dolorosamente lutando por causas que defendem.

No seu romance, Kayadelen aborda o triste destino de Halime Gülsu, uma professora dedicada que ensinava na Turquia e fazia parte do movimento Hizmet. Esse movimento é influenciado pelas ideias e objetivos de Fethullah Gulen. Hizmet é um movimento dedicado a uma Turquia mais livre, mais igualitária e mais sustentável.

Gülsu foi uma professora dedicada. Ela ensinou seus estudantes e os apoiou em caso de perseguição pelo regime turco.

O regime turco trabalha contra aquelas filiados ao Hizmet e aqueles que fizeram parte do movimento. Gülsu e a maioria de suas amizades encontravam-se em uma situação complicada. Ela se sentia vigiada em todas suas ações e sabia que o regime a perseguia com as piores intenções. Kayadelen descreve isso: “Se a opressão era fogo, a animosidade deles era o vento que a impelia para cima”. Entretanto, ela se recusou a ceder e deixar o páis, já que grande parte da sua família vivia no Canadá – muitas vezes, ela viajava ao Canadá para visitar sua família. Porém, ela era uma cidadã turca com muito orgulho e optou por ficar no país para se defender contra o regime. Ao longo do livro, é enfatizado como ela se entendia como uma cidadã turca que decidiu lutar por um país com futuro promissor. Os líderes do regime, todavia, não concordavam.

Em 20 de fevereiro de 2018, Gülsu foi presa por fazer parte do movimento Hizmet. Sua prisão causou surpresa. Apesar de saber que estava sendo vigiada, não esperava o encarceramento.

Depois das Forças Especiais Antiterrorismo de Mersin ter ocupado o apartamento e revirado todas as coisas, eles a algemaram e a levaram para a prisão de Tarso. Gülsu não estava completamente saudável. Ela sofria de Lúpus, uma doença autoimune, e precisava de medicação e cuidados diários.

Quando as forças turcas retiraram a professora de casa, ela rapidamente pegou sua medicação diária e relatórios médicos. Infelizmente, Gülsu não conseguiu pegar sua medicação semanal.

Uma vez que ela chegou na prisão, ela solicitou os documentos médicos afirmando os problemas de sua saúde e a necessidade de medicação semanal e cuidados médicos, mas seus relatórios médicos não foram encontrados. Gülsu estava em uma terrível situação.

Ela foi colocada em uma cela superlotada com outras mulheres. Uma cela feita para 10 mulheres com 10 camas e, quando ela entrou, já possuía o dobro da sua capacidade. Algumas encarceradas tiveram bebes que foram tirados delas. Encarceradas femininas eram forçadas e mandar suas crianças para casa pois não havia como cuidar delas na prisão.

Gülsu possuiu diversas experiências em primeira mão: as rotinas, as incertezas e as histórias das outras encarceradas, mas não por muito tempo. Gülsu morre três meses após sua prisão devido a negligência médica.

Gülsu não recebeu sua medicação semanal e nunca recebeu tratamento adequado para sua doença crônica. Sua condição piorou na prisão e ela desenvolveu um aumento de protuberâncias, que a colocaram em terrível agonia.

Gülsu enfraquecia a cada dia. Quando o seu irmão finalmente conseguiu entregar a medicação, já era muito tarde. Ela não conseguia mais lidar com a dor e a agressividade da doença que se expandia. De acordo com suas colegas de cela e familiares, Gülsu teve consciência de seus últimos dias.

Depois de semanas em sofrimento, ela finalmente foi levada a um hospital, mas já era muito tarde. Após o seu retorno para prisão, suas colegas de cela, que haviam se tornado suas amigas, tiveram que carrega-la pois ela encontrava-se muito fraca para andar. As colegas cuidaram de Gülsu, alimentando e orando por ela.

Infelizmente, em abril de 2018 às 3:10, ela morreu sozinha no corredor da prisão. “Como um casulo vazio, seu corpo seco foi deixado para trás, apenas deitado”, escreveu a autora Kayadelenin.

A autora do livro narra como primeira pessoa, o que amplia a empatia pelas coisas que a professora passou durante seu tempo difícil na prisão.

O livro de Kayadelen proporciona uma experiência de leitura incrível, com um visão pessoal do que Gülsu viveu nos últimos dias de vida. Por meio de várias entrevistas de pessoas que trabalhavam na prisão e aqueles mais próximos da ativista, a organização juntou relatos sobre seu tempo encarcerada e criou um histórico da sua vida.

O trabalho de Kayadelen traz importância aos processos de violação de direitos humanos que acontecem nas prisões da Turquia. Além disso, a ONG fez um excelente trabalho dando um pouco de justiça à memória de Halime Gülsu, “a professora celestial”.

O livro pode ser encontrado aqui: https://www.amazon.com/Life-Halime-Gulsu-Heavenly-Murdered/dp/B0BMY9HXYW

 

Traduzido por Agnes Amaral de https://brokenchalk.org/the-life-of-halime-gulsu-the-heavenly-teacher-murdered-in-prison/