Memoria FIFyA - 2014/EN

FE Y ALEGRIA

Memoirs International Federation of Fe y Alegría

2014 Annual report 1

Memoirs International Federation of Fe y Alegría

2014 3

Memoirs

International Federation of Fe y Alegría Editorial Committee::

Editing: Translation: Design and Layout: Distributed by:

Photography Archives:

Statistical Information:

P. Enrique Oizumi S.J. Lucía Rodríguez Donate Feney Patricia Gómez Claudia Patricia Ríos C. Communications Coordinator Holly Sumner María Fernanda Vinueza Federación Internacional Fe y Alegría Calle 35 N° 21-19, Barrio La Soledad Bogotá, Colombia Telephone number: (+57)(1)3383790 Website: www.feyalegria.org E-mail: fi.comunicacion@feyalegria.org Printed in Bogotá, Colombia.

March 2014

International Federation of Fe y Alegría.

Thanks to the national branches of Fe y Alegría for sharing their photograph archives.

All of the data, figures and statistics that appear in this report were taken from the Federation’s statistics, which are based on information provided by countries and programs.

We thank the communication liaisons in each country for their support in compiling the country-specific experiences presented in this report.

In this edition we want to thank all of the men, women and institutions that make Fe y Alegría possible and for their support of this publication.

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Memoria 2014 Federación Internacional de Fe y Alegría

Memoirs 2014 International Federation of Fe y Alegría

Contents 01

Our Work Page 9

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Mission and Vision Page 11

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Strategic Objectives Page 12

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Projects and Funders Page 14

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Federation Projects Implemented per Country Page 16

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Sources of External Funding Page 18

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Challenges Facing the Federation Page 20

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Fe and Alegría’s 60th Anniversary Page 23

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In Their Own Words: Experiences of Fe y Alegría Democratic Republic of the Congo Page 24 Madagascar Page 27 Bolivia Page 29 Ecuador Page 32 Argentina Page 35 Nicaragua Page 38 Spain Page 41 Panama Page 44 Colombia Page 47 Brazil Page 50

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Remembering Father Vélaz Page 53

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Federation Statistics Project Centers Page 54 Student–Teacher Ratio Page 56 Other Educational Approaches Page 58

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Innovation Symposium Page 60

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Audit Report 2014 Page 63

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Fe y Alegría Directory Page 64

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Memoirs 2014 International Federation of Fe y Alegría

Fe y Alegría is an organization founded in the context and educational reality of Latin America which has been able to move forward thanks to the work, persistence and effort of thousands of men and women, who, ignited by the spark of Father José Maria Vélaz, Abraham Reyes, and his wife Patricia, have contributed to this collective effort known today as a popular education and social promotion movement.

To all of these people and those who will join the effort we dedicate the presentation of this Institutional Memory published by the International Federation.

In this edition, our readers will find important information both from the national Fe y Alegría offices that form the International Federation. It pleases us to be able to show numbers and statistics surrounding our funders, programs and projects in the countries coordinated by the federation, and also some numbers relative to the actions undertaken by countries themselves.

We have chosen to take this opportunity to present the significant, motivating experiences of several countries, because it excites us to be able to share Fe y Alegría’s educational work from the testimonies and perceptions Similarly, of those who participate in the projects. In the same way, we are happy to see that countries are having experiences with different pro-

grams and approaches, which definitely testifies to the diverse, multicultural nature of Fe y Alegría’s work.

We want to highlight two elements of this third edition. First, we want to remind our readers that the information registered in the present publication is based on data, numbers and testimonies from 2013 and 2014. However, we did not want to leave out an event from 2015 that was very significant for the movement. We are referring to the 60th anniversary of the movement in Venezuela, which is why we are including a article published in the Diario El Nacional de Caracas, which gives a glimpse of what our institution has meant for Venezuelan society.

The second element that we think should be highlighted is the presentation of testimonies and information of two countries that have initiated their first Fe y Alegría projects and have made us proud of both the speed and focus with which they work. This, of course, is referring to Madagascar and the Democratic Republic of the Congo, both countries that have recently begun their work with Fe y Alegría in their educational contexts.With this information we want to encourage other countries that already have had contact with Fe y Alegría to undertake their own initiatives, which we hope can happen this year.

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Memoirs 2014 International Federation of Fe y Alegría

Mission

International Federation of Fe y Alegría our commitment and our dreams Fe y Alegría is a movement that brings people together to grow, analyze themselves, and look for answers to the challenges posed by human need. It is an educational movement because it promotes the formation of people who are aware of their potential and their realities, free and united, open to transcendence and protagonists of their own development. It is popular because it views education as an ethical, political and pedagogical proposal of transformation made by and for communities. It is holistic because it understands that education engages people in multidimensional ways. And it deals with social assistance because it is committed to improvement and to building a just, inclusive, kind, united, democratic and participatory society in situations of injustice and specific needs.

Fe y Alegría is an international popular education and social promotion movement grounded in justice, freedom, participation, brotherhood, respect of diversity, and solidarity, working to benefit impoverished and excluded people and helping them transform their societies.

Vision We envision a world where everyone has the opportunity to become educated, meet their potential and live with dignity, thereby constructing societies whose institutions can serve people and transform situations that have led to inequity, poverty and exclusion.

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Strategic objectives

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Memoirs 2014 International Federation of Fe y Alegría

1

2

To provide an inclusive, QUALITY EDUCATION

To strengthen the PARTICIPATORY MANAGE-

that is sensitive to diversity, contributes to the ho-

MENT model of the organization in order to guar-

listic development of people and social promotion

antee the movement’s transparency, sustainability

in communities, and fosters attitudes, knowledge,

and economic and social strength, in this way push-

abilities and critical values in participants so that they

ing for the empowerment and active participation

might transform their realities of exclusion, poverty,

of diverse actors involved in Fe y Alegría’s educa-

and marginalization.

tional model.

To assure the movement’s capacity

3 4 To fortify new frontiers so that Fe y Alegría’s educational model becomes a way to com-

to ADVOCATE IN PUBLIC POLICY and

bat new forms of social, cultural and geo-

programs that promote quality education

graphic exclusion present in modern so-

for all, teacher training, rising out of poverty,

ciety. Fe y Alegría is especially interested

and social inclusion.

in expanding its programs in Africa, which will be a great challenge.

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Projects and Funders

1 2 3 4 5 6 7 8 9 10

AECID - ENTRECULTURAS AGREEMENT 1. Quality education agreement TELEFÓNICA FOUNDATION 2. Quality education in Telefónica Foundation schools ACCENTURE 3. Job Placement and ICT in Latin America PRIVATE DONOR 4. Central American job placement network AECID - ENTRECULTURAS AGREEMENT 5. Quality education agreement PRIVATE DONOR 6. Special Education and ICT AECID - ENTRECULTURAS AGREEMENT 7. Quality education agreement PRIVATE DONOR 8. Preventing teacher burnout in Fe y Alegría ALBOAN 9. Organized youth protagonists INDITEX - ENTRECULTURAS 10. Preventing violence among youth PRIVATE DONOR 11. Strengthening Today for A Better Tomorrow PRIVATE DONOR 12. Human Talent/Resources Management

Federation Projects and Approaches The objective of the International Federation of Fe y Alegría is to strengthen and unite the efforts of national Fe y Alegría offices in order to efficiently realize the movement’s mission and vision. Towards this end, the International Federation, through its role in governance and technical support, encourages and goes alongside national Fe y Alegriá offices in the development of projects in eight key areas and a network of counterparts.

CASTILLA PROVINCE - ENTRECULTURAS 13. Strengthening Fe y Alegría’s pastoral staff

INDITEX - ENTRECULTURAS 14. “Technical education changes lives” campaign AECID - ENTRECULTURAS AGREEMENT 15. Quality education agreement PRIVATE DONOR 16. Education for adults and youth deprived of liberty

PRIVATE DONOR 17. Support for Fe y Alegría’s efforts in Africa PRIVATE DONOR 14 18. Indigenous Fe y Alegría

Memoirs 2014 International Federation of Fe y Alegría

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3 Quality

2

Vocational

4

Education

1

Training

2

7

5 6

8

Education

Teacher

3

4

Training

through Technology

Non-formal

Management

Education and Social Promotion

and Institutional Strengthening

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9

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10

14

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15 Public

Values-based

Advocacy

Education

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7

16

New

Radio

Education

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Frontiers

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15

El Salvador Guatemala

In 4 countries

Honduras

between 1 and 3 projects are implemented

Nicaragua

Haiti

Dominican Republic

In 7 countries

Panama

between 4 and 7 projects are implemented Venezuela Colombia

Ecuador

In 10 countries

between 8 and 11 projects are implemented

Peru

Brazil

Paraguay

Bolivia Uruguay Chile

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Argentina

Memoirs 2014 International Federation of Fe y Alegría

Federation Projects Implemented per Country Spain

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Italy

33

Chad

%

%

Democratic Republic of Congo

Madagascar

48

%

100 %

21 Countries 17

The data presented in the charts below correspond to the International Federation of Fe y Alegría’s external financing in 2014.

They are presented by area and funder. The data is taken from the Projects Department in Coordination Office of the International Federation.

70,200

65,000 Alboan

896,880

Alboan / Entreculturas

Private Donor

59,280

Federation Fees

370,000 Private Donor

External Financing 2014

8,160 CBM

Statistics in USD

1,477,783.43

Entreculturas (Accenture, AECID, Telefónica, Inditex, Provincia SJ Castilla)

TOTAL

2,947,303.43 18

Memoirs 2014 International Federation of Fe y Alegría

16%

Vocational Training

17%

8%

Quality Education

Education through Technology

5%

3%

% External Financing

by Area

Teacher Training

2%

New Frontiers

2014

Non-formal Education and Social Promotion

10%

Management and sustainability

22%

4%

Values-based Education

Institutional Strengthening

7%

Public Advocacy

6%

Indigenous Committee

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Challenges facing the International Federation of Fe y Alegría at its 60-year anniversary The year 2015 marks 60 years since the founding of Fe y Alegría, which opened its first improvised classrooms in the Catia de Caracas barrio in 1955. After 30 years, the San Salvador Assembly of 1985 approved the International Federation of Fe y Alegría’s formal constitution with the goal of serving holistically, with its base in the movement’s identity, and acting as a source of inspiration for similar educational and social promotion efforts undertaken by affiliated institutions.

Its institutional approach, or in other words, Fe y Alegría’s work to provide the poor with opportunities and choose those places with most need for educational and social promotion projects, continues to be a high-priority challenge facing Fe y Alegría. The tension caused by our social placement is undoubtedly a challenge that has arisen as a result of citizen mobility, because yesterday’s tough neighborhoods have become part of an even less-promising urban fabric. In contrast, the periphery is forever pushed around and displaced, and is characterized by higher violence, poverty and deterioration.

When we ask ourselves about the challenges currently facing Fe y Alegría we have to ground our answers in its history, tradition and innovative spirit. Fe y Alegría is an active body that, thanks to participatory development and its own educational thinking, is able to advocate for people’s dignity through popular education reinvented for the first quarter of the twenty-first century.

Another challenge for Fe y Alegría is educating holistically and working socially, with the dual aim of seeing people become protagonists in their own development and that popular education methodologies become intrinsic in the learning process and integrated into the wellbeing of communities. This social dynamic is related to the subject of empowerment and the strengthening of social and community structures, which now respond to ways of thinking distinct from those used at the end of Fe y Alegría is an international popular education the last century because they incorporate new techand social promotion movement grounded in justice, nological and communication methods. freedom, participation, brotherhood, respect of diversity, and solidarity, working to benefit impoverished Fe y Alegría also faces the significant challenge of and excluded people and helping them transform their defining criteria that distinguish its programs from societies. private elitist education, because its education is considered a public education service, not only beIn faith and solidarity we imagine a world in which evcause many national Fe y Alegría members work eryone has the opportunity to become educated and side by side with the State, including resources, develop their own potential and live with dignity. The teacher exchanges and working harmony, but also challenge in getting there is training and collaborating due to its demands that it be defined by the folwith societies in the making of societies whose struclowing characteristics: its inclusivity, being open to ture serves people, which in Fe y Alegría’s case must be everyone without excluding anyone for any reamarked by a transformative education capable of changing son; free at the levels and modalities determined situations that generate inequality, poverty and exclusion. by each country’s current Constitution; a public As a result, Fe y Alegría will continue to work and walk good when appearing as a strategic, important alongside the poor and marginalized, and from this position ally of public education; an entity that exerciswill give education the power to be an instrument suites private management in a socially-responsible able for transforming societies, with an ethical, political and manner and non-profit public management that, pedagogical foundation.

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Memoirs 2014 International Federation of Fe y Alegría

while recognizing the State as the regulator of education, does not make it the sole party involved because the majority of the resources it receives come from the State, governments and municipalities, businesses’ corporate social responsibility, some community-based cooperatives and its own production; and, on a last fundamental note, because of its quality, because we try to ensure that the education we provide to people with limited resources not be a poor education but rather one characterized by high quality standards for all students.

Although we have spoken of institutional challenges that we have faced throughout our 60 years of history, it is important to emphasize the challenges that have been of special significance recently. On one hand, official bodies are becoming more involved in formal education, but education quality continues to be a challenge. On the other hand, we see conflicting social issues arising, especially in the world of youth, where few educational opportunities become a breeding ground for multiple social conflicts.

We also see opportunities to widen educational access to groups historically disadvantaged because of their gender, ethnicity, physical and mental integrity, armed conflicts, etc. These groups are so important for the Fe y Alegría movement that they have been discussed in the last two international congresses, which have dealt with inclusive education, and will also be a topic of discussion in the next International Congress of Fe y Alegría Youth which will be held in Barranquilla this year, where youth from our many countries will have a dialogue about youth cultures, peace, and citizenship.

deserves.

Providing the best non-profit humanitarian service is a challenge for us along with States and governments. We know that service should be its main social responsibility and its highest function, but we will never let ourselves be placed on the margin of operating directly for the good of our fellow citizens; we want to participate in free, non-profit, public management, creating, inventing and offering new and transferable models of advocacy and social improvement.

Ignacio Suñol

General Coordinator of the International Federation of Fe y Alegría

Bogota, March 26, 2015

On the basis of geography, we are passionate about sharing our experience with our brothers and sisters in Africa who understand that education for the poor is a top priority in reaching underprivileged people, and each day we are sharing more common tasks and reflections about popular and community education.

As the current objective of the Fe y Alegría movement, there must live in all of us the same boldness that has characterized us as an institution throughout our history: Somehow we must always grow in doing good and doing it well! And, in this way, we must keep reaching places with new needs and those with painful pasts, which is often the result of a lack of dignity that each child, adolescent and adult

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We’re working towards the future years 22

Memoirs 2014 International Federation of Fe y Alegría

On March 5, Fe y Alegría celebrated 60 years of dedicated service. The initiative, which sought to educate children living in the barrios of Caracas, was spearheaded by Jesuit priest José María Vélaz early in 1955 and has since become a multinational establishment that operates with dedication and, despite frequent difficulties, in 20 countries spread across three continents. If one value were to be chosen to characterize Fe y Alegría, it would be persistence.

Fe y Alegría’s work in our country is full of significance. Its work speaks to an issue that is now fundamental in Venezuela: the way in which education can contribute to coexistence and the progress of families and communities, all of which is part of an effort that goes far beyond quick fixes.

The organization has grown over its 60 years, and an analysis of this growth reveals an institution with a strong hold on reality. Beyond just reproducing the same educational model here and there, Fe y Alegría has shown an impressive ability to adapt to the Venezuelan society’s diverse educational needs.

Just in our country today, the Fe y Alegría network operates in 170 schools that provide basic education starting in preschool, and middle technical education; 5 universities in Guanarito, Barquisimeto, Maracaibo and Caracas; 24 radio stations that broadcast educational content; 91 job training centers, an extraordinary initiative for out-of-school youth; the Fe y Alegría professional training center, which specializes in teacher training; and many other projects, roles and initiatives whose number and description would require a much greater space than that allowed by the limits of this editorial.

If Fe y Alegría has managed to find its niche in Venezuelan society, this is the result of a combination of many factors. But of the many, there is one factor that Venezuelan institutions and people should reflect upon today: this non-profit, civil association’s willingness to dialogue with communities, governmental sectors at all levels, educational organizations and the productive sector.

There is a painful paradox in Fe y Alegría’s history: that as time has passed, its service is more and more necessary. The impoverishment of great masses of Venezuelans; educational and cultural fragility; an increasing indifference to basic forms of coexistence and a rise in violence indicators; all of this leads us to conclude that Fe y Alegría is an institution that is increasingly needed.

Editorial from Diario El National, Caracas, published on December 22, 2014

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In Their Own Words: Experiences of Fe y Alegría Dear friends of “Fe y Alegría,” Receive my greetings from Iniangi, Democratic Republic of the Congo Here in the Congo we are well, despite our very fragile political situation, especially in big cities like Kinshasa, but out here in the rural areas life stays the same, I would say, almost normal.

I write you with a brief report of our activities here. We had planned to do our program activities with seven (7) schools (I will tell you about program and activities a bit later.) In the end, we dedicated September through December 2014 to launching these program activities.

Democratic R. of the Congo

Fe y Alegría Democratic Republic of the Congo began its work in 2014 in the Iniangi region, under the diocese of Popokabaka, Kwango, Bandundu. Its early work has included training teachers of 15 elementary and lowersecondary schools. Four of its schools have also been involved in agricultural activities.

Our first activity was a meeting with the male directors (there were no female directors) and the teachers of 15 schools. Eight schools were added to the 7 we had originally anticipated. There were 40 participants: 38 men and only 2 women. Instead of having two meetings, one with the directors and another with the teachers, we decided to have one single meeting with everyone.

This was our moment to present the “Fe y Alegría” network: its beginnings, objectives, spirit, approach, and experience. This helped the participants reflect on the reality of education in Iniangi and its challenges. Afterwards, each school shared about its own situation and the fruits of their reflection.

In order to finish this first meeting I asked each school to organize a meeting for all of its educators (directors, teachers, mothers and fathers) and the children to talk about the “Fe y Alegría” proposal and think about whether or not it was an educational model that interested them.

Beginning to read We have started to conduct literacy classes with the children. Each Saturday, groups of 30 children between the ages of 7 and 15-years-old come to learn to read.

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Memoirs 2014 International Federation of Fe y Alegría

fathers and mothers, 34 teachers, and 10 entertainers.

We started at 8 o’clock in the morning with the Eucharist, celebrated in nature under the trees. During mass, I explained a little about the meaning of celebrating this day, the importance of trees, and the responsibility we have to care for nature and the Earth.

Afterwards, each girl, boy and educator was taught how to plant trees. Altogether we managed to plant 500 acacia trees.

We do not have a library yet, but there are various books (novels, coloring books…) that we can use. We are hoping to get more books and build a reading room.

Right now we are using a communal room.There is also a group of children aged 4- to 6-years-old learning to read, write and draw. This is a kind of preschool education.

January 2015: The start of the “Agricultural School” We had two activities that we intended to do in January: train the elementary teachers of our schools and begin agricultural activities.

Tree Day Celebration

After reflecting upon this, we decided to postpone teacher training until February and to concentrate on the agricultural activities. We have asked some of our Jesuit partners to support our teacher training. It will take place at the end of February or March.

We celebrated Tree Day on December 5 with representatives from our 15 schools. There were 125 participants: 31 male and 31 female students representing the 15 schools, 19 women and men representing

On January 21, in collaboration with the Center AgroEcológico CEFAPE, we began the “Agricultural School” with the goal of finding self-financing options for each one of the schools.

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Four schools, two elementary and two secondary, each received 0.25 hectares to seed cowpeas (Vigna unguiculata), a seed that looks like a bean.

Fe y Alegría Iniangi organized for the fields to be plowed with a tractor.

We also provided the cowpea seeds. A group of 20 students and two teachers comes every Wednesday morning.They plan the seeds and organize groups to weed, and then after the harvest, each school will be able to sell its produce and fund its activities.We are also teaching the children about agricultural jobs in the savannah and how to avoid deforestation.

The future In February, we will continue doing agricultural activities with these four schools. We are eagerly awaiting the arrival of Father Joaquín Ciervide, S.J., in March so that he might strengthen Fe y Alegría here in Iniangi.

He has much experience with Fe y Alegría, and he also knows DR Congo well, as he lived and worked here for over 20 years, during which he began the Fe y Alegría network in Chad and then in Madagascar; when he comes we will truly reach the beginning of our Fe y Alegría Democratic Republic of the Congo network.

J.Christian N. NDOKI, S.J.

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Our teeth are coming in… The first year of Fe y Alegría Madagascar Many things have happened in this first year of Fe y Alegría Madagascar. The approval process for the new institution went very quickly, almost hastily. In August 2013, Fr. Emile Ranaivoarisoa expressed his desire to implement Fe y Alegría. His provincial officially requested Fe y Alegría initiate projects a few days later, and in November Fr. Joaquin Ciervide arrived in Antananarivo to support its launch.

January and February of 2014 were spent visiting potential primary schools in the Ikalamavony district. In the end, 24 schools were selected, all of which were poor, unfurnished, and caught in the anguishes of poverty. However, each school also had a group of committed teachers with strong desires to collaborate and learn.

We conducted our first teacher trainings in March and April. We repeated the training in three different sites: Solila, Mangidi and Ikalamavony, and 108 teachers participated. These two months were mainly a time for reflection which sparked many of the ideas which we would like to realize in the coming months: more frequent and better quality teacher training, a system for supporting the schools’ economic management, improved facilities, the creation of a collaborative spirit in the Fe y Alegría schools, and all of this in this context of the region’s economic development and natural beauty. We put our thoughts in writing for our potential funders.

Madagascar

In May and June we conducted a second weekend training for over 100 teachers. We also spent this time planning an intensive training for August, as well as waiting to hear back from funders about our projects. However, we only received funding to continue with teacher training programs.

We have spoken of the three weeks of training in August on various occasions: we had 104 participants, and there was excellent collaboration between the educational administrators, the nuns, and the Jesuits: a total success.

Currently, teacher training programs are being conducted and the local team is working to identify other schools that can join the network.There are currently 26 schools from the rural Ikalamavony/Solila district in the Fianarantsoa Diosces, and the goal is to expand to 20 additional schools in 2015.

In September we were honored by a two-week visit by Fr. Ignacio Suñol.

We spent October and November outside Madagascar. Thanks to the many contacts we made at the Assembly in Managua we were about to begin moving many different projects and have no secured financing.

After last December and during this year we are going to implement most of our plans and we are contemplating expanding our programs to an additional 20 schools (on top of the 26 that already comprise the Fe y Alegría network in Madagascar). It will also be the year in which the support of Fr. Joaquin will no longer be necessary.

Joaquín Ciervide

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First year in Fe y Alegría Madagascar Thanks for being part of this dream

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Memoirs 2014 International Federation of Fe y Alegría

“Girls and young women for a life of opportunity and free from violence” This program is being done in five municipalities of Bolivia, two of them peri-urban rural areas near the most important department capitals of Bolivia (La Paz and Cochabamba), and three in the rural municipalities of Santa Cruz, Chuquisaca and Cochabamba.

It is hoped that this programs aims to decrease the high levels of violence that girls and young women are vulnerable to in these places.

One characteristic of these women is their low participation in decisionmaking: in their families, schools through student governments, and communities. As far as their educational attainment, the trend is high dropout rates in primary and secondary school, which contributes to the prevalence of gender-biased education.

The program’s primary objective is supporting and helping girls and young women to gain knowledge and abilities that will help them shape their lives.

Strategic areas Protection: Reducing the violence present in the families, schools, and communities of these girls and young women.

Participation: Supporting and promoting their participation in decision-making circles; in their families, schools through student governments, and communities.

Bolivia Fe y Alegría has worked in Bolivia since 1966.They are currently working in 9 departmental offices and 572 locations through formal and informal education as well as blended, radio-based, and alternative education.

Education: Supporting and promoting women and girls’ access to both primary and secondary education.

Civil development: Supporting the creation of a society that will support and encourage girls and young women.

Levels of intervention First level: girls and young women (target group between 6 and 24-yearsold).

Second level: Community partners (parents, neighborhood groups and committees).

Third level: Institutions (city protection services, public schools, municipal governments).

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Information, awareness and training are done in each of the three levels and in these strategic areas.

This is a holistic program that not only helps girls and young women develop their potential, but also works alongside their families and communities so that they can offer these girls both the opportunities and space necessary to exercise their rights and make decisions.

Achievements and expectations •

Making violence prevention plans in schools with the participation of the school community through the engagement of committees for harmonious living and a culture of peace.

•

Creating spaces for students to be taught about defending themselves against violence and sociopolitical participation for the development of self-defense mechanisms and empowerment in order to use their rights.

• Mobilizing communities that create protection mechanisms in families.

• Creating places in schools and communities, such as student governments, where girls and young women can participate with gender equality.

• Developing processes of vocational training with a focus on gender equality for secondary school students.

• Helping educators reflect on where they identify weaknesses in their teaching in order to implement a curriculum free of gender bias.

• Promoting girls’ and young women’s potential to communicate as “reporters,” allowing them to share their ideas and be active spokeswomen in defending their rights.

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Memoirs 2014 International Federation of Fe y Alegría

Luz María Butron “Before we were afraid of participating, now we share our opinions, we are not afraid, we say if it seems right to us or not; the program has helped us to grow.”

Bertha Escobar “Through the program I have learned much about discrimination; I tell my colleagues and my parents that discrimination should not exist, and we must all work to achieve that goal.”

Ruth Paniagua “It is important to talk about the violence that is sometimes part of our community and family lives, because sometimes our parents fight or get drunk. Alcoholism promotes violence, and in order to end this we must do our part as women, being examples to our families and encouraging them to abstain from violence, because it doesn’t just affect children but rather nearly all members of a family; it lowers our self-esteem and makes us act differently, and in this way changes our social behavior.”

Lizbeth Meneses “The work that Fe y Alegría is doing is very interesting for all of us women.This project is beautiful because it works with the girls, boys and adolescents in Mizque. It also helps me as a young leader of the women’s organization Bartolina Sisa; I applaud this work which has supported my organization.”

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Inclusive Education • The TEPEYAC School is located in the Febres Cordero Parish, in the city of Guayaquil, Guayas province.

• The Fe y Alegría Santo Domingo School is located in the Bombolí Parish, in Santo Domingo de los Colorados, in the Santo Domingo de los Tsáchilas province.

• The Fe y Alegría EMAUS School is located in the Chaguarquingo Parish in the Quito, Pichincha province.

Ecuador Fe y Alegría has been working in Ecuador since 1964. It now works in 14 provinces in a total of 75 centers through: formal and informal education, special education, intercultural bilingual education, and career training.

It now serves about 49,000 children, youth, adults, and people with special educational needs.

With the aim of building a more inclusive society, Fe y Alegría advocates for inclusive education that eliminates any kind of physical, participatory or learning barriers facing students.

Towards this end, Fe y Alegría began a new project called Inclusión por tránsito educativo, or Inclusive Education. Inclusive Education seeks to guarantee students with special needs, historically been one of the groups most excluded at all levels of schooling, the right to education.

With this aim, the program looks to include students in the educational system beginning at an early age so that special-needs participants can develop and strengthen their skills and abilities and one day in the future be included in traditional classes. Inclusive education from an early age encompasses the following operative stages: Early inclusive special education l l

Early inclusive special education I (0-3 years of age) Early inclusive special education II (3-5 years of age)

Normal inclusive education: l l l

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Children able to function as part of an ordinary classroom.

This can happen as a result of early learning and intervention.

Ratio of 3:30 students per group, varying by kinds of disabilities.

Memoirs 2014 International Federation of Fe y Alegría

Rosa Mendoza (Mother of student) TEPEYAC School My name is Rosa Mendoza Cedeño, I am 42-years-old, my husband is named Carlos Julio Laje Gillen, and he is 60; our son Evelio Jesús Laje Mendoza is 2-years-old and he has Down syndrome and thyroid problems.

In June, we went to the Tepeyac School, specifically to the early intervention room, with the hope that my son could learn to walk well and develop speech. At first I though that everyone was going to look at him scornfully but from the moment I entered the school, everyone greeted him and were very kind to him.They invited him to play and took care of him. My baby could not sit still; he always stood up and did not obey. Now he follows orders and is calmer.

Gardenia, his teacher, always has new games and songs, and she changes activities and does not challenge him.

My son is experiencing many positive results and my family is happier.

Thanks to everyone I am very happy and everything is going well.

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Classrooms for students with severe intellectual disabilities and multiple challenges l

Children, adolescents and youth that cannot function at the pace of an ordinary classroom. l Classroom for Child Development (1st-7th grade). l Classroom for Adolescence and Youth Development (8th grade-high school).

The early intervention program at the school serves children from the time they are newborns up until they turn 3-years-old. Depending on their needs, the children are taken care of individually or as part of a group. They remain in this stage of intervention for one to three years depending upon their age at time of entry to the program. Then they begin in inclusive classrooms or in beginning education II. Inclusive classrooms work with children for one to two years to prepare them to be included in general basic education.

Additionally, for all students, with or without disability, awareness and conscientiousness about inclusive education is spread through special events, with the aim of creating an inclusive culture, policies in the institution.

Once the students have acquired skills in beginning education, an evaluation is done of their abilities, strengths, opportunities, developmental progress and disability so that they may continue to advance. From here these students may begin their primary studies in a special education class held in the same school, which will provide them with an ecological and practical special education curriculum appropriate for their age.

This program has allowed us to extend our reach to children born with disabilities, and has resulted in a decreased number of dropouts as well as in higher inclusion. This is a process that is strengthened through families’ constant work, starting the moment they enter the school and become part of its community.

In order to do all that is mentioned above, it is essential that each of the employees at the school actively

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participate in research in order to design methodological ways of tending to these special educational needs, those of which can then be used as models for other Fe y Alegría schools.

Yoselys Crespo (Professor of the early childhood classroom) EMAUS School Belonging to Fe y Alegría’s inclusive education project has been very satisfying, because it has allowed me to develop many different skills. I have been able to relate to professionals from health and educational institutions, and work with them in order to find children and families that can benefit from the project.

This has given me a bigger picture of reality and the resources needed for this work in the school.

I think changing perceptions about disabilities has been most important; Fe y Alegría has made them more educational and inclusive and less clinical, spreading awareness among teachers, families and children in the school, and building a more inclusive culture in the institution and the school community.

We hope to continue offering children the possibility of being included in early intervention in the school context, and to in this way strengthen their personal and social potential, lessen exclusion, and help them enter regular classrooms.

Memoirs 2014 International Federation of Fe y Alegría

“We taught with a blackboard hung from a tree and a stick in the dirt” Fe y Alegría teachers in Corrientes, now retired, share their testimonies about how our work started in the Ongay neighborhood.

What started then as a utopia has now become a school for more than 800 students, and a vocational school and educational center for adults.

1997. In the neighborhoods along the periphery of the city of Corrientes, hundreds of families live in extreme poverty. Their precarious dwellings are made of boxes, metal sheets, and plastic bags. The children play with whatever they can find in the muddy side streets. In the Romero family’s backyard, Isabel Huell stands talking with a group of children seated on the ground. A blackboard hangs from a tree. The children count by writing with sticks in the dirt. Just an old strip of fabric protects them from the sun’s rays. Yes: Isabel is teaching.

Isabel is a teacher. In this absolute simplicity, Isabel stopped hoping that things would change, and began to go beyond what appeared Since 1996, Fe y Alegría Argentina has been offering free to be a utopia.

Argentina

“Over and over I asked myself if I could really teach in such circumstances,” says Isabel, 14 years later. “But the children, with their personalities and interest, pushed to me to keep doing it.”

A meeting with Fe y Alegría teachers, all now retired, brings us together one November afternoon. Flavia, Margarita, Teresa, Adela, María Nilda and Isabel. Each of them warmly remembers Father “Chuco”, a Jesuit priest. He had been able to recruit a group of people, including themselves, who were willing to follow him and “walk and cry” alongside those in need.

education to communities with high levels of poverty and illiteracy in the Salta, Jujuy, Chaco, Corrientes and Gran Buenos Aires provinces.

Their primary work is done through schools and community centers, where quality primary and secondary education as well as officially-recognized technical professional training is offered; informal education, value-based violence prevention programs, work training and other social promotion-geared activities are also offered.Teacher training programs and quality evaluations are also done in each school. Fe y Alegría Argentina currently serves about 6,500 people.

The history and the example of Father José María Vélaz, who founded Fe y Alegría in 1955 in Venezuela, moved them in the same way it had moved hundreds of people across Latin America. “Education for the poor does not have to be a poor education,” said Vélaz. That phrase resounded in the hearts of the first brave women that founded Fe y Alegría in Corrientes.

The spark continued to grow until it became a fire. The tool for transformation: education for the poor.

“We didn’t even know if we would one day be paid for our jobs, we just simply kept moving forward,” remembers Margarita. Her colleague in IPROF and the hair salon, Flavia Maidana, remembers when they were looking for a place to teach: “When I started, I didn’t have anywhere to teach about hairstyling, but a pastor from the neighborhood carved out a corner of the church for me in exchange for teaching his two children.”

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Now, between those same muddy roads where they walked visiting families, there stands an educational center that offers three levels of schooling and the IPROF of which Flavia and Margarita had dreamed. There is also an educational center for adults, where Teresa Escobar, Adela Gomeñuka and María Nilda Arce taught until recently. “The night girls,” they had called them. That was the nickname they earned by working night shifts. Each of them excitedly remembers one particular story: that of Isidro and his family.

“Isidro was a withdrawn boy that lived out in the fields,” remembers Adela. “He didn’t even know when it was his birthday.” ‘Close to Christmas’, he always responded. Isidro was recently able to express himself through Juan Carlos, secretary and fluent Guaraní speaker, who helped him and acted as his interpreter.

Isidro’s brother, Felipe, was able to finish his studies while working. “The last time I heard about him, he was working as a security guard at a pharmacy and had started a family,” comments Teresa. María Nilda cannot forget the mother of those two boys: “She also finished primary school, continued into secondary and was able to graduate from nursing studies and work in a small office.” A family transformed by education.

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Memoirs 2014 International Federation of Fe y Alegría

“We constructed a sense of identity through cordial, respectful treatment, and by reinforcing self-esteem,” the teachers enthusiastically explained. And the responses were there: “I am important,” “I am worthy,” “I can.” From there, students big and small began to realize what they were capable of doing.

Teresita shares another story of a mixed group of adolescents and adults: “I remember that at the end of the course, the tension present in the first days between generations had disappeared and, in an opposite kind of way, the class had begun to come together. Hector, a young mechanic, was a member of the color guard for the first time and had no appropriate clothes for the role. The older women in the class took charge of everything. They brought to school a white shirt, blue pants, a necktie, shoes… Everything he needed! Hector was happy and so energized.They compared him to an actor.”

Of course, just as there are fond memories, there are also difficult ones: “Some students arrived with so many deficiencies.

From malnutrition to violence and drug addiction,” María Nilda, who headed the tutoring team, explains. “When somebody arrived under the influence of some drug, our immediate reaction was to walk and pray alongside him or her.” Many of these problems persist even today, but teachers are now just the first step of many in a standardized procedure of holistic attention, in which social workers and psychologists collaborate with other institutions in order to craft personalized solutions for students.

The utopia continues to be vibrant and full of brushstrokes of a beautiful reality. The stories of Teresita, María Nilda, Adela, Flavia, Isabel and Margarita are part of the first beats of the great heart of Fe y Alegría Argentina. Between the six of them, they boast nearly 100 years of serving the poor through education, which, with its successes and trials, begins anew each day under the radiant sun of the flag and offers a sea of possibilities to each new generation. In the meanwhile, these six women proudly remember a job well done.

The utopia continues to be vibrant and full of brushstrokes of a beautiful reality

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FormAcción, a work and training strategy In 2012, Fe y Alegría Nicaragua began the “Organized Youth Protagonists” project near León, which has also been implemented in Guatemala, El Salvador, Nicaragua, Honduras, the Dominican Republic and Panama as part of the International Federation’s Non-formal Education and Social Promotion programs that use the FormAcción methodology.

The FormAcción methodology led to the following achievements: • Contributing to the process of empowering youth so that they may transform their social and community contexts and, in this way, fully exercise their citizenship.

• Promoting the organized participation of young citizens as agents of change ready to confront situations of violence.

• Focusing youth protagonist action around the building of conscientious citizens that are organized and committed to reducing violence in their neighborhoods and communities.

• Gaining the civil commitment of adolescents and youth, founded in theoretical knowledge and experience surrounding certain issues and human rights, with a particular focus on gender.

• Helping the adults that accompany these youth to change their thinking surrounding the participatory process, so that they allow the youth to be protagonists of change.

Nicaragua

Fe y Alegría Nicaragua has a network of 22 schools in 9 cities. Additionally, it helps train teachers and students in 58 of the Ministry of Education’s public schools.

FormAcción’s Route

FormAcción is a work and training strategy; building upon popular education, it is the methodology through which youth are brought from and to action. FormAcción includes the following steps: awareness, conscientiousness, empowerment, organization and mobilization.

Awareness: In this stage the youth participating in the project need to draw close to their neighborhood or community, to their people, especially the adolescents and youth living there. This is a period of getting to know the neighborhood: its current state, its perceived future, if there is violence and how it manifests there. Violence is then analyzed as a whole in order to identify and define a plan of action.

Conscientiousness: This is the point at which participants investigate and analyze the causes and consequences of violence at the local level as well as nationally and throughout Latin America. In this stage, a group of adolescents, youth, educators and community leaders come together to analyze their reality; in the same way, a team of investigators forms to work in the community.

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Memoirs 2014 International Federation of Fe y Alegría

“If it is true that citizenship cannot be built through education, it is also true that without education citizenship cannot be built; we dream and work to recreate the world, because our dream is a dream of a less cruel, less perverse reality that allows one to be more a person than a thing.”

Empowerment: Youth reflect on power and its relation to gender and civil perspectives. Adolescents and youth look at the power they have to make proposals, organize, and use their human rights. One of the manifestations of power is speech, voicing a public opinion, which through artistic works and radio communication allow for awareness to spread among people, especially younger people, about violence and a culture of peace.

Organization: Youth are prepared to become part of a youth organization promoting a culture of peace in their neighborhoods and communities, and from here on adolescents and youth are also invited to be a part of the actions begun in the schools. This is the moment that the group presents itself as a social organization. In this stage it is important to know about each country’s laws of participation.

Mobilization: This stage implies undertaking three civil acts and exercising rights to promote life, peace and dialogue. The first is at the community level; the second at the municipal; and the third is an exercise of public advocacy.

It is worth noting that this same methodology is used in citizenship and training courses with the adolescents and youth in the various places were Fe y Alegría works: Somotillo, León, Managua-Acahualinca, Ciudad SandinoMateare and Estelí.

This process has resulted in adolescents and youths identifying and selecting the following issues as community problems: Domestic and gender violence. The Ceiba.

Drug consumption in recreational spaces. Lechecuagos. l Youth drug use. Somotillo and Chacraseca. l Domestic violence. Tololar. l l

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What did the project accomplish?

• Youth and adolescents were able to have experiences within their contexts and surroundings.

• A dialectic process between practice and theory was begun in order to transform reality.

• Participants became more reflective about practices and reality.

• An in-depth understanding of community problems was gained.

• Youth became aware and empowered, fighting for change in their communities and participating in sociopolitical spheres in order to benefit them.

• Schools were able to examine things from the community’s perspective.

• Young people used their power and broke the paradigm of submission and adult power.

• The perception that young people could only participate through recreation (dances, theater and sports) was changed to now include the ability of youth to lead educational efforts for the general population.

“In each of the activities that were developed it was clear the protagonist role that they youth had taken on; we have to value their organizational capacity and leadership to develop these activities, and we have together come to understand the problems affecting their communities ... the community, as well, as come to respect the work they are doing to bring about change, because “they aren’t the future, they are the present, because they are already working to address these problems and they have the power to make things better.”

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Memoirs 2014 International Federation of Fe y Alegría

Youth Solidarity Network of Entreculturas in Spain The Youth Solidarity Network program (RSJ, Red Solidaria de Jóvenes) works nationally in collaboration with schools and other institutions that promote informal education (youth and recreational associations, councils, parishes, etc.). As such, it helps strengthen the bond between school and society and gathers support for different movements that advocate for society’s responsability in education and social participation.

Founded in 2001, it now boasts more than 2,249 youth members (1,504 girls and 745 boys), with groups in 115 schools in 8 autonomous communities (Andalucía, Asturias, Castilla y León, Comunidad Valenciana, Extremadura, Galicia, Madrid and Murcia), accompanied by 265 educators (39% male and 61% female) and 23 young adults (over age 18) that were former program participants. Additionally, 50 schools affected by social exclusion and poverty participate in RSJ, of which 22 work with youth at risk of exclusion, 15 are in rural areas with access difficulties, and 13 focus on reaching students with special needs.

The Youth Solidarity Network (RSJ) is a program for adolescents between the ages of 12 and 18 that tries to offer a framework for groups of youth to have global citizenship experiences, through questioning and critical analysis of their local and global surroundings; community efforts for global causes (poverty elimination, human rights, sustainable development, and the defense of democratic participation); and concrete expressions of solidarity.

Spain Entreculturas - Fe y Alegría has worked in Spain since 1985 supporting projects that take education to excluded people in Latin America, Africa, and Asia, and helping spread awareness in Spanish society so that it, along with the countries in which it works, may be able to transform itself and become an agent for change and justice. Entreculturas has 27 delegations in 12 autonomous communities that work and garner support for education as a tool for social change.

Participants acquire attitudes and values of solidarity, believing that social change is possible, which improves their cognitive development and helps them to acquire basic skills in order to exercise their global citizenship through training, reflection and action; additionally, the program focuses on the prevention of risk behaviors, improvement of social involvement, and cohesion and peaceful living in schools and communities.

We identified Three Objectives of RSJ • Training: to gain knowledge and understanding from a more critical stance on issues of poverty and exclusion, globalization, human rights, conflicts and emergencies, human mobility, intercultural peace and sociopolitical participation.

• Value development: to foster a scale of values of solidarity, justice, responsible freedom, equality, peace in diversity and transcendence, in order to make moral decisions.

• Learning about democratic procedures: to develop abilities for sociopolitical participation; learn to relate democratically with others and con-

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tribute to bettering society through teamwork, dialogues and listening; analizing social problems and suggesting alternatives; and planning and doing community service and social awareness projects.

We defined the Key Components to Achieving These Objectives • Experiencing being an agent of change. These groups have the mission of being actively involved in promoting solidarity and justice, whether through community service, awareness efforts or social mobilization. Depending on their ages and abilities, groups will act more and more independently, designing their own agendas for solidarity and putting them into practice.

• Personal growth. As they begin to act, youth develop their emotional and social abilities, gain self-esteem and trust and they adopt values of solidarity, social harmony, equality, social justice, and peace.

• Critical reflection upon their surroundings, which helps them to understand that their actions and commitment to solidarity are responses to their realities.

• Coming together and belonging to a group and movement that works for social change. Friendships are made in these groups and youth from Spain are connected with those from other parts of the world, making them feel part of a far-reaching movement that works for solidarity and justice.

• Working with educators, role models, and personal and group leaders that express positive expectations for all youth and reinforce proactive and positive self-esteem, behaviors, and attitudes.

Along with the work done with groups of young people, participating teachers are involved in meetings and exchanges that help them to share transformative educational experiences, specific training to improve the quality of their participatory teaching of youth and their commitment to solidarity, and the teaching materials and resources that help them teach young people about justice and solidarity.

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Memories Memoirs 2014 International Federation of Fe y Alegría

“I am here because I like to share ideas, to try to change the world through small things, and, when I have the opportunity, to meet people, and more than anything to feel accomplished.”

(Testimony of a young boy from Andalucía)

“Being in the Network has helped me a lot personally, because it has made me stronger and encourages me to think that we can change things if we work hard, and it is comforting to know that with a little effort I can help someone else have a better life and a better future.”

(Testimony of a young girl from Galicia)

“

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“In the Network I have learned that we can all make proposals for things, something I’ve felt since I joined the group, because everyone values what you say, there are no insignificant opinions or suggestions, and they make you feel able to express yourself without fearing what others will say; they help you feel safe and trust in yourself and your abilities, they strengthen you, go alongside you... they make you believe in yourself.”

(Testimony of a young girl from Murcia).

“Being in the Network makes you think. Since I’ve been in the group I am more committed to things. When something is organized and you’re not participating, it makes you feel jealous. We share what we learn, you become more responsible. Before I didn’t want to stay home taking care of my brothers, but now I think that just as I help in the Network I have to help in my home as well.”

(Testimony of a young girl from Murcia)

Achievements, challenges and expectations

After 15 years in operation, RSJ is a program able to change young people’s discomfort about solidarity into interest in it and social justice.

It has acted as a channel for its participants to spread awareness of poverty and exclusion to other young people at a global level, while they acquire a collection of abilities that can help them form the base of committed lifestyles and personal growth.

• Not to fall out of activism but rather to continue taking stakes in training and reflection, and finding a balance between both of these actions.Action is the young people’s main motivation, and it offers them many learning opportunities if there is space and time available for training, reflection, and emotional identification and expression.

• To continue encouraging youth participation so that they can achieve greater autonomy and continue developing democratic abilities together for the rest of their lives.

• To speak for, go alongside and strengthen the Solidarity Network staff, since they are those that will accompany the youth of the Network.

• To develop a curriculum for the Youth Solidarity Network related to personal growth, social skills and work committed to justice and solidarity: What values? What abilities? How can we work this way?

• To prepare them for global citizenship that occurs with youth exchanges with similar movements in other countries, which lets them share with each other and feel like an active participant of a bigger movement.

Link to “Youth Solidarity Network: 10 years of operations. Sistematización of the experience”: http://educadores.redentreculturas.org/recursos/informativo-consulta/2012/09/24/red-solidaria-de-jovenes-10-anos-de-historia-sistematizacion

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Primary education for youth and adults in the Ngäbe Buglé Community Fe y Alegría began its work with adults in 2006 in conjunction with the Spanish Agency for International Development Cooperation (AECID), with the intention of guaranteeing that all people, especially the most vulnerable, have the right to education. The project works with poor rural populations of African descent that, due to socioeconomic conditions of extreme poverty, were never able to finish primary school.

In 2011 the primary school culmination program was taken to youth and adults in the Ngäbe Buglé community, an area representing 4.6% of the country’s total population.

The program allows participants to finish six years of primary school in two years. Correlated learning is used through popular education methodologies. The participants’ background knowledge is taken into consideration and built upon.

Panama

Fe y Alegría has been working in Panama since 1965.

It currently serves a population of about 7,000 people in areas of formal education, alternative and informal education, social assistance and community development..

The project was agreed to last for four years, with the objective of offering access to a basic universal education to extremely poor indigenous youth and adults in six communities of the Nole Duima and Mironó districts. In the end, it is hoped that the program aims for 314 participants will see improvements in their quality of life as a result of their learning in mathematics, Spanish, natural sciences, social studies and job-specific education.

Project Objectives • To improve opportunities for access to basic universal education for indigenous youths and adults living in conditions of extreme poverty in the Ngäbe Buglé community.

• To facilitate access and continuation of primary bilingual education for youth and adults in the Ngäbe Buglé community with low levels of school completion.

• To develop a primary school culmination program for youth and adults in the Ngäbe Buglé community that can contribute to reclaiming this poor population’s right to quality basic bilingual education that respects its culture and traditions.

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Memoirs 2014 International Federation of Fe y Alegría

• To be able to strengthen project beneficiaries’ personal and academic potential, considering gender equality and cultural relevance as transversal axes for the project’s development.

Work Models • First, a situational analysis is conducted in the communities selected to take part in the project. At this time, the communities are within the Nole Duima and Mironó regions.

• Ongoing communication with the Ministry of Education is sustained through the Intercultural Bilingual Education department, in order to validate both guides and requisites for facilitators.

• Facilitators are hired from the beneficiary communities and must be high school graduates.

• Classes are given in local schools and community spaces.

Pedagogical Model • Basic subjects are addressed: mathematics, Spanish, natural sciences and social studies. Job training is also provided, and looks to orient and better prepare students for their daily duties at work.

• The teaching and learning process consists of contextualized comprehensive lessons that are based on the “learning by doing” educational paradigm.

• The background knowledge of their first language as well as Spanish as a second language is valued, and an intercultural emphasis is made.

Achievements and Expectations • The project has managed to reach communities in Ngäbe Buglé with a proposal of intercultural bilingual education.

• The teaching and learning process has taken place in community spaces with flexible schedules.

• During the first half of the project’s implementation (2010-2011), 36 men and 105 women finished their sixth year of primary school.

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• Contextualized teaching and learning guides were created for the first and second levels. A contextualized job training guide was also made.

• Traditional readings and texts from the Ngäbe Buglé people were compiled.

• The life stories of participants were also collected for use in institutional communications.

Aida Montezuma I live in Boca del Monte, I am 33-years-old, I married when I was 16 years old, and I have five children of (17, 15, 12 and 8-years-old and another younger child who is 5-months-old.)

When I was just 4-years-old my mother passed away, so as a girl I lived with my father, and he worked and did not have time to educate me; for this reason, he did not send me to school.

My mother died, leaving behind my four siblings and I. My father left me with my older siblings, and they took care of me until they married. I was about 16 years old, and I was alone; at that age I had to cook, wash clothes, and sweep the house, all of those household chores.

My dream was to finish sixth grade, and maybe if they had sent me to school I could have been another person, but unfortunately I did not have the opportunity to study.

The girls who could study back then are now teachers.

When I was 16 I got married. That was a mistake, because sure, they left me alone in the house; and then suddenly a man appeared who was 117-years-old. At that age I did not know anything, nobody had taught me about marriage, nobody spoke to me of that; that man charmed me, he told me that he was going to me to take good care of me, that he loved me, and I fell in love with him and went away to live with him. I had two children, and I suffered years of suffering, much physical and psychological abuse, until we finally separated.

After this I began to live with another man, and I am still with him, and with this man I had three more children with,

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so in total I have five children.With him I am fine, I do not have any problems, he goes church, he preaches, and we both went to the Fe y Alegría school and graduated from there.

We entered the Fe y Alegría program because Mariano (a Fe y Alegría worker) encouraged us to do so. He said that we could finish sixth grade in that program, and so I registered. I learned to multiply, divide, subtract, add, to use periods and commas, and many other things than help me to live better now. When they teach me something that I do not understand, I ask my daughter and she helps me a lot.

My life has changed a lot; before I did not understand anything. Now, after having finished primary school, I take care of my children differently, I speak with them; before, I beat my eight-year-old daughter for anything, but now I do not do that to her; I use words, and I help her with her homework.

And my husband and I are also doing very well and we attend church.The truth is that this experience has taught to us to be better parents and different people, better people, I believe, than we were before. Now I take care of my house and I sew. I really like making dresses for my daughters.

Memoirs 2014 International Federation of Fe y Alegría

Appearance in La Piel de la Memoria My name is Karla Isabel Diago Velásquez and I have worked 4 years in the Lápiz Rojo Library of the Educational Institution Clemente Manuel Zabala, which belongs to Fe y Alegría in the region of Cartagena.

My connection to the popular education movement began in 1988, the year that I registered in Fe y Alegría’s Primary School 12 in the Lipaya de Barranquilla neighborhood, a project led by a community of sisters of the poor of San Pedro Claver.

One of them was Martha Otálora, who I remember especially fondly, because she helped me in my spiritual formation and thanks to her work and motivation, from the age of 7 I was part of the children’s group called JuvelJuventud, Hope and Light. By her side, I enjoyed pastoral activities, was encouraged by mass in the chapel, participated in skits of homilies, celebrated Easter and Christmas with different people, learned a wide array of crafts, played basketball with religious teams, and throughout these experiences she always told us, “You are the light of the world and the salt of the Earth,” and I inherited her love of community work.

I was surprised myself when I once said to myself, “I want to work here one day,” because I liked the activities, the atmosphere and harmony of the team.

Thanks to our work, Magaly was able to make us part of Fe y Alegría’s youth pastoral work through a youth club project which turned into the first steps of my tasks because I was chosen to be the youth promoter and representative of the project.

Colombia Fe y Alegría has been working in Colombia since 1971.

It works in formal and nonformal education and community development, job training and human development centers in 9 regions.There are 264,9611 people currently participating in their programs.

I will always remember Fe y Alegría Colombia’s 25th anniversary celebration in which we prepared songs for the Caribbean mass celebrated in Cartagena, and also, one Bohemian night in which I interpreted alongside my colleagues a version of the song El Testamento written

by Rafael Escalona.

They gave each of the youth promoters a scholarship and thanks to those resources I started my studies in the CUC; the University Corporation of the Coast. Afterward, I trained as a supervisor at the Sports and Recreation Institute, and I continued my involvement with Juvel’s events, directed by our dear Magy, who through her creativity coordinated activities such as book donations for the youth of the San José School in order to create a library in Fe y Alegría’s Primary School 12.

1. Consolidated number 2013.

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Surprisingly, a few days after, they asked me to be part of an educational unit that Fe y Alegría Colombia operates on Barú Island, a 60 square-kilometer paradise with an approximate population of about 20,000 people that has great needs in terms of education quality and sustainable socioeconomic opportunities.

This adventure, which I call my “prudent madness” began on January 23, 2006, framed in the world of books, the universe of words, and the portal of knowledge, accompanied by the panorama of the waves and the scent of salt.

In this way, we shared 10 years together in a kind of brotherhood to which many of us young dreamers were tied.

One normal day, I participated with a friend’s recreational group in a Christmas meeting2, in which the Fe y Alegría choir was to sing. When the activity ended, a man that appeared very much like Santa Claus drew near to me and said, “Beautiful girl, congratulations.Where did you learn to do that which you do so well?” A few minutes later I realized that this was Father Josefo, the area’s pastoral coordinator, who had come to the celebration with Mrs. Elvira Gómez, the regional director of Fe y Alegría in the coastal region.

When we said goodbye, I was pleasantly surprised because the Father told me that he would accompany me the next day to the Christmas celebration, and they told me to take my resumé to the regional office of Fe y Alegría in Barranquilla, a Colombian city on the Caribbean Sea.

First Act: The action began on Barú Island. Books and coral; children and salt water; immense sea and a cultural universe; a “barulero” dictionary3 and the Amarte Barú theater group; uncle rabbit’s reading club and dragging the “Cabrerita”4 cart brimming with books; announcing the arrival of the “Cabrerista”5 newspaper and projecting a movie in the plaza; the legend of Santa Cruz6 and the glorious hymn of the people; dancing the “porro”7 on May 3 around the Cross and champeta in the Picó8; eating a cocktail in the Bahía de Cholón.

In 2008, the library received a gift from FONADE (the National Fund for Development Projects) and the PNLE (National Reading and Writing Plan) and created a public school library. Thanks to the gift, some training sessions, and my own performance, in 2009 I was appointed as the intern in charge of public library services in the Comfenalco Antioquia libraries. This was an enriching experience that helped me understand libraries in Latin America and the Caribbean. At the end of my internship, I registered for a library sciences degree at the University of Quindío, an academic path that forced me to sadly bid farewell to “Rabirubio,” my library in Barú.

2 Catholic tradition carried out from December 16-24 that ends on the date of the celebration of Jesus’ birth.

3. The system of Barú Island’s unique words and sayings and their meanings.

4. An activity that encourages reading given this name because of the name of the school Luis Felipe Cabrera.

5. The community school’s publication initiative that was begun by the education center’s communication team.

6. Patron saint celebration at the Cruz de Mayo celebrated every third of May. 7. Musical rhythm of the Caribbean region of Colombia.

8. A picó is a sound system used in champeta parties which are thrown throughout the Caribbean region of Colombia in events also called picós. The celebration of picó is the central element of the champeta’s economic infrastructure. The preferred picotero stages are the streets of popular neighborhoods in Cartagena. [http://openbusinesslatinamerica.org

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Memoirs 2014 International Federation of Fe y Alegría

Second Act: July 2010. Cartagena de Indias, an educational institution in Flor del Campo. Here I found myself faced with a great challenge: organizing a library from scratch in a school just recently founded; my new challenge was forming part of a much greater team, in the midst of conflict-ridden communities in a context totally distinct from that of the island. In this second act, the school’s context was marked by young gangs, displaced people, violence among the youth, and other issues.

It took time for me to characterize and understand the context of this new project. While I unpacked books from boxes, I went out to watch the students’ recess and was shocked to see how aggressive they were in their games. I was also surprised to see that many students enjoyed dancing to urban music, and I enjoyed watching them practice. Having understood the context of the school, I began to design a model for the library.

I examined and adapted some ideas that had worked on the island, designed new programs that would meet the needs I had observed, and became more involved with the students, the administrative team and the teachers in order to help them understand the library services and programs. No beginning is easy, but my persistence was such that I was determined to scrap and recreate my ideas in order to reach my goals. In the same way, at this time we became part of the SMCFyA - Fe y Alegría’s Quality Education System.

sphere, especially with students’ participation through their presence in diverse public stages.

Today, many years after that January 23, without a sure path but pointed towards the horizon; lacking certainty, but with hopes and dreams; without security, but without fear, I am discovering my light, and I try to be coherent in my path, reaffirming my profession as a librarian, As far as the local context, Cartagena is a city of tour- a healer with words, a dancer in the world, a woman ists and many cultures. It is a scene filled with the arts, whose every day is led by the will of God, who tears cinema and literature, but there was the impression that down inequality and desperation with Fe y Alegría and participation or appreciation of this type of expression the conviction that there exists a better world and opwas banned for natives and the poor; a phenomenon portunities. that helped me design the services and programs of the Lápiz Rojo Library, based on the principles of popular I am especially indebted to those who acted as lights education and the school dreamed of by our founder, and teachers to me. All my thanks to sisters Martha Otálora, Magaly Vargas, Elizabeth Unamuno, Mireya Father José María Vélaz. de Caiafa and Elvira Gómez. Thanks also to all those Little by little, new initiatives have arisen with their own colleagues that have helped me to exemplify the Fe y names. Some of them are: To Bed, Reading Promotors, Story Alegría movement and have inspired me to be a witness Hour, Canitas to the Air, Cineclub, Bibliodescansos, Dibujarte, to the testament of Father Vélaz, from whom I share Oral Narrators, Lectonauts and activities such as the Day of these words: “We cannot do everything, but we cannot Children’s Literature, Language Day, Grandparents’ Day, and let the satisfaction of what has already been done put us the Panel of Experts. Thanks to this, library services have to sleep. In strength, it is necessary to remain in a place of been dynamic inside and outside the institutional atmo- inconformity, and stay engaged in new creativity.”

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Social Gallery - Schools support community life and development in Vazantes (Ceará) Fe y Alegría has been working in Vazantes, a municipality in the district of the State of Ceará, for nine years as part of the “Vazantes Vidas” movement, a collective effort that has actively involved the community and that is characterized by initiative and commitment to quality community development, education, and social development.

Thanks to its combined efforts and those of its collaborators, the movement had a project approved by three German social assistance institutions: Sozialwerk Brasilienhilfe, Missionsprokur Deutschen Jesuiten, and Kindermissionswerk “Die Sternsinger.”

The result of this project was the founding of the Educational Development and Community Culture Center (CEDEC) in 2007-2008.

Brazil The Fe y Alegría Foundation has been working in Brazil since 1981. It now is present in 16 states through formal and informal education, and participates in public policy development, community development, teacher training and communications.

Fe y Alegría Brazil now has 21,889 participants in its various programs.

Fe y Alegría organizes many educational, cultural and income-generating activities in its Vazantes branch through CEDEC, and is currently serving 740 residents of Vazantes and its surrounding communities, including 426 children and adolescents, 234 young adults, 35 single mothers and 40 adults over the age of 65 whose family income per capita is below minimum wage.

This initiative makes it possible for regional organizations involved in different production-related endeavors to come together, consolidate their efforts and lay foundations that allow them to increase production, local commerce, and work management training for the groups involved. The Gallery was inaugurated with ten areas that included the following groups:

1. COPA: Fishermen Cooperative of Embalse of Aracoiaba (Cooperative of Piscicultores del Embalse de Aracoiaba) was founded in 2005 and includes 26 families. Right now it is responsible for extracting 7,000 kilograms of fish per week, those of which are sold in the region. Prior to this, their fish were not sold in Vazantes.

2. COPAVAZ: The Vazantes Agricultural and Livestock Cooperative (Cooperativa Agropecuaria de Vazantes), revived in 2009, is an organization comprised of 34 small local producers.

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Memoirs 2014 International Federation of Fe y Alegría

3. COOPERATION: An early effort of a bakery school to sell bread and similar products led to the Vazantes Production and Community Action Cooperative (Cooperativa de Producción y Acción Comunitaria de Vazantes), a new cooperative that enjoyed status and autonomy but lacked sufficient space to further its production and commercial activities.

4. Cleaning products manufacturers group: Made up of women without steady jobs. This group produces and sells cleaning products, which contributes to the project’s greater autonomy. In the past they did not have a place to display their products so they had to sell them door-to-door.

5. AVAC: The Vazantes Handicrafts and Needlework Association (Asociación de Vazantes de Artesanía and Costura) is comprised of a group of women that has received training to improve and perfect its work; they also now have space to exhibit and sell their products.

6. “Delicias de Poços” Association: A group of rural women that make candies and fruit purées. They sell about 400 kilograms of their products per month at regional schools.

7. Box - Community Bazaar: The local Catholic church is the oldest stage for community and social life; in the Gallery there is space dedicated to the selling of religious products and clothes donations.

The Gallery also has two extra open areas that can be used to accommodate new services that could be added to the present supply. There is also a food court and a common room used for meeting and training courses for all of the gallery’s associations.

Achievements and expectations • The initiative responds to the community’s need for a central location in which different products can be bought and sold. The products sold here do not compete with local trade, but rather attract people that generally leave the community to shop in bigger cities.

• A space has been created for the community’s social and volunteer work, which is organized to promote local social initiatives.

• The people in this community now have a new meeting point.

• The initiative is aligned with Brazil’s new public policies that encourage family agricultural activities and the selling of local products in order to stem the current urban migration of those attracted by the commercial centers of big cities.

• Although there may be several buying and selling hubs in Vazantes, all are very weak and, additionally, privately owned. This new space encourages fair trade, as well as the appreciation of local products, and provides a strong incentive for community associations, and has therefore become a true community life education center.

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Antonia Aurilene Silva Costa, of the Asociación de Vazantes de Artesanía y Costura - AVAC In my opinion, the biggest improvement that the Vazantes Social Gallery has brought to AVAC has been the opportunity to have a permanent stand where we can not only exhibit our products but also make them. In the past, we had always sold our products in rented or assigned spaces that lacked proper structure and space to display our products.

Another important contribution for the association is our being part of a social center, which gives us the ability to live alongside other associations and share our experiences of social life and management with different groups of people.

Receiving training through courses and conferences was another of the opportunities made possible by the Gallery, those of which were similar to those promoted by the Centro de Artesanía de Ceará - CEART, which taught us many new things.

José Auriberto Rodrigues Dias, of the Asociación Comunitaria de Poços “Delicias de Poços” I am president of the Association.The biggest contribution that the Social Gallery has made for our group has been the opportunity to have a permanent buying and selling space for our candies and fruit purées, which led to a significant increase in the products we were able to sell.

Before the Gallery, we had to deliver our products to our buyers’ homes, most of which were in Vazantes, because the Association is based in Poços, a relatively faraway, small community.We no longer have to do this because people are coming to our space to make purchases.

Additionally, the stand has made our business more innovative and sustainable, because the Association has began to sell ice cream and milkshakes at night and on the weekends, as well as other dishes such as “escondidinho”, made of cassava, and “pé of moleque”, a typical candy, all made with ingredients derived from family farms.

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Memoirs 2014 International Federation of Fe y Alegría

Remembering Father Vélaz

¿Por qué se me cierra el corazón si está lleno de ansia? ¿Por qué tiene clavadas las ventanas si anhela el canto de la primavera?

Bajemos al jardín a buscar flores y a darle agua a todos los sedientos.

Suspiran bajo el polvo los caminos, piden limosna todas las palabras ásperas.

Se pone muchas veces máscara al grito de la vida.

Un hombre no es un árbol hermoso, ni una roca.

Gimen las antenas del alma ante una mirada de piedra.

Y el amor más subterráneo se inunda de armonía, cuando lo despierta una sola voz verdaderamente amiga.

Hermanos salgamos al encuentro de las esperanzas fallidas.

Están refugiadas en las cavernas donde el llanto gotea, y en el arenal, calcinado de amargura.

Cuántos hombres están tendidos frente a una puerta cerrada.

Father José María Vélaz S.J. Founder

Photo credit: Fe y Alegría Argentina’s website.

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Federation Statistics 57 32

Guatemala

31

81

Honduras

148 38

91

49

7

2

Haiti

4

18

22

16

Dominican Republic

18

El Salvador

Panama

23 105

Venezuela

Nicaragua

280

82

176

Guyana

62

131 206

Ecuador 75

2

52

691

Colombia

342

54

515

Brazil

75

12

87

14

Peru

262

Paraguay

68 111

248

43

160 572

Bolivia

39

Uruguay

45

412

6

10

Argentina 9

Chile

21

29 19

12

* The “other centers” category includes: teacher training centers, health centers, technical schools, social development centers, community development centers and others.

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Memoirs 2014 International Federation of Fe y Alegría

115

Spain

115

Italy

Centers Chad 3

28 25

Democratic Republic of Congo

Madagascar

C

7 5 ,9

a t e g o r i e s

Formal Education Centers Other Centers * International Federation Member Countries Countries Where Fe y Alegría is Growing

2

6% 5 / % 79 1,6 96/44 1,2

55

Country

OFFICIAL LANGUAGE

STUDENTS

TEACHERS

TEACHER-STUDENT RATIO

Argentina

Spanish

6,499

473

14

Bolivia

Spanish

336,257

7,643

44

Brazil

Portuguese

17,183

498

35

Chad

French

10,000

214

47

Chile

Spanish

5,094

287

18

Colombia

Spanish

167,697

2,882

25

Ecuador

Spanish

48,657

1,921

25

El Salvador

Spanish

14,546

331

44

Spain

Spanish

2,735

0

0

Guatemala

Spanish

33,878

621

55

French and Creole

3,866

132

29

Honduras

Spanish

10,665

198

54

Nicaragua

Spanish

77,339

399

29

Panama

Spanish

4,467

27

15

Paraguay

Spanish and Guaraní

20,297

810

25

Peru

Spanish

131,916

3,714

36

D. Republic

Spanish

66,608

1,226

54

Uruguay

Spanish

3,049

149

20

Venezuela

Spanish

237,453

6,178

38

1,196,141

27,499

Haiti

TOTAL Italy Madagascar D.R. of Congo

Italian Malgache

These countries do not have official statistics as Fe y Alegría recently started projects

French

* Statistics relating to the number of students does not include social promotion and community development programs 56

Memoirs 2014 International Federation of Fe y Alegría

Countries

Colombia Brazil Ecuador Haiti Nicaragua Paraguay Uruguay

Bolivia Chad El Salvador Guatemala Honduras Peru D. Republic Venezuela

Argentina Chile Panama

PER TEACHER Students

10 to 20

21 to 35

Country with the lowest teacher-student ratio

Argentina 14

36 to 56 AVERAGE TEACHER-STUDENT RATIO

43

Country with the highest teacher-student ratio

Guatemala 55

57

Other Types of Education Social Promotion and Community Development

er h t e g Towe build laife

220,355

61,882

ed dignifi

64%

58

Radio Education

18%

Memoirs 2014 International Federation of Fe y Alegría

TOTAL: 345,107

100%

Intercultural Bilingual Education

54,303

16%

University Education

6,581

2%

Special Education

1,986

1%

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Innovation Symposium “New Challenges, Great Opportunities” The Fe y Alegría General Assembly chose October 16, 2014 as the date for the International Innovation Symposium, whose slogan would be “New Challenges, Great Opportunities,” and decided that Nicaragua would host the event in recognition of its 50th anniversary in the Fe y Alegría family in 2014.

Delegations from the 20 countries in which Fe y Alegría works came together with international experts and guests for four days in Managua, during which time they analyzed, put in context, and shared challenges and opportunities for Fe y Alegría in its current social context, in order to continue innovating and guaranteeing quality education for traditionally excluded people.

“We must have our senses and souls very open in order to understand the new reality and know how to find, together, the new paths that will be necessary in this new and changing reality. Fe y Alegría has always had innovative educational practices, but now we have to take one step forward and make Fe y Alegría innovative, looking towards the future and thinking about what is ahead.” With these words, Father Fernando Cardenal, the National Director of Fe y Alegría Nicaragua, began the symposium.

The symposium provided a place to tackle the following topics in small and large groups: 1. Fe y Alegría’s innovation process and its link to its mission.

2. The motivation to constantly innovate in Latin American contexts and trends.

3. Problems and challenges in the education field, and the opinions of schools and the International Federation’s programs 4. How to work on social innovation and the innovating experiences of other organizations 5. Innovation in the institutional and organizational spheres, as well as in teaching, social and community assistance, and social inclusion 6. Perspectives and future objectives As in the past, Fe y Alegría’s symposium, which in 2014 replaced the international congress, was an opportunity for national directors and country delegates to socialize and share, between themselves and special guests, their experiences, practices, and challenges especially in regards to innovation in the running of their projects and organizations that work to provide quality education for all.

The International Federation thanks the representatives of partner organizations for their presence and active participation, for their speeches and reflections brought much to the discussion and learning that took place during the event.These included CPAL, the Center for Social Innovation at Boston College, ALER, OLE Communications, ERIC, UNIR Foundation, Bolivia’s Ministry of Education, Swisscontact foundation, INTEC and Central American University (UCA). Additionally way, it is worth noting the presence and active participation of our special guests, including Fr. Jorge Cela, President of CPAL; Fr. Jesús Orbegoso S.J., Rector of San Ignacio de Loyola School in Caracas; Fr. José Alberto Mesa, S.J., Secretary for Education of the Society of Jesus; Juan Esteban Balderrain, of Porticus; María del Mar Magallón of ALBOAN; Valérie, Director of Fe y Alegría Chad; Emile Ranaivoarisoa, Director of Fe y Alegría Madagascar; and the teachers and administrative groups from some of Fe y Alegría Nicaragua’s schools, all of which contributed to and enriched the work and learning groups.

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Father Ignacio Suñol S.J “This process does not end here. The symposium is about to end, but let us not forget everything that we have ahead; we have much left to do.What we have accomplished in these three days helps us understand innovation better, we have examples of what innovation can look like in our day to day work, and we have defined more about where we are. We have also perhaps learned how to measure risk and possibilities related to innovation in each Fe y Alegría center. We must be as open to innovation as to a Windows computer, which is always open and updating in order to continue looking for the best ways to complete our daily tasks. We must always assure that marginalized people have their space. Innovation is necessary for all of us and we need our program beneficiaries to participate in Fe y Alegría in their contexts and situations in which its projects and country may be.This is a task for all of us.” Fr. Ignacio Suñol, General Coordinator, Federation International de Fe y Alegría

Father Jorge Cela S.J “I have been lucky to participate in the International Federation of Fe y Alegría’s Innovation Symposium.And I especially want to share that what really calls my attention is finding that a 60-year-old institution is interested, I would even say almost fixated, on innovation. Usually institutions quickly become accustomed to their own best practices, and follow the same known routines. To be innovative demands effort, risk, and to swim against the current. Bureaucracy is the enemy of innovation.

It is clear that Fe y Alegría wants to innovate in order to provide a high quality education for the poor. For this reason, innovation is tightly bound to the institution’s roots, identity and mission. It is grounded in the passion for quality education for the poor.” Jorge Cela, President of CPAL.

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C wi arl M a l o l o m r C lle ur c allo s V kn e t ía Pa arl w ng o w ar ju o o E lo ra o we ith es; unt us gas do st a wn lea liza m ok gua s C th to ry to , v s i s ab rn s or a y, a im ision are e S pr . We re Nat ric hare n ed I ad out mo Ber llin aid, e th t al the bal le m ta o h fl io it p fo a d u m f r n a g it a l ev s qu rovi afte ost te, a vide ave ect nal de ur- and wh cati ire or m e a al, ou re w . Lo ma n a of t sym ro, be r t tho t at on in an bou CE ery ali ng r e ne nd fo m up Dir do r p e ok kes nyt he po S. in res doi ing us hin pr sium J, N aut o be usa he C CEP . By a ge y ye t F PAL. one ty s the nco ede to r s any on ecto if s r o e T n A p n th en ng at th g, j og a u d c c is t th ou in us ra ch tion ul w able d e arib L ( art era ars y A he else tha lear nte . Th ont hoo form ever of i ne re em r k t ms al al E i i l a le D ork to ght bea co cipa se nd leg sym . t th ning rs s is is nue ls an al s al p Ecu c ab as w ali uc o do d ch ro ad e co tie wi ont ou th tha nge ire tha stim -hu n) nom ting nse wh ría, po p po ro h ne in p o ce or nt s, a th, ex t h e D t w s cto t i ul nd has ic in th ich w siu or ce as o g ro ols ss . T ex nd if t: h ow ir e us r s n at re l C t e I ho m t o d h e e ca ss th f th Fe ced . Th es he a w t. s e o h o o be ha w to ct are to f P ne in arn m is e in dm e w has w n at is e y A ur er tha sy g ha e on go le es e t m gin t w st or d ta ara un w no ed mis ve s ire o a w e ve ac e. a gr t ar w po k t v i l r l n d d ni e a op of ev e gu ng a re t F el a ay erw eas ativ afte sion t, I hat ver k I owe th h s An ls t ía’s hat e t e u siu r h e ch o ha w w wo se m by e d do e yA opi cr . Fo ay an e e r a fo hop the y m hav d sa o th t o e . d xp na r L e Je u e as oi ing ball Ar ng, itic r m ol er on rk s ch in c p t er lyz at o su h, kin ng t fr ge an al e , a c e w ha al a i i i n h op nd ha c h re n n t i e h g re in om tin d t s nc ng A av s po im lle an ere w sp gs r a ee es n m e ha o , w o rt p ng en ds , i ea et w nd h un ro e r fo n o ly iti vin is e s to o r t res g ca his as n

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INTERNATIONAL FEDERATION OF FE Y ALEGRÍA General Coordinator: Ignacio Suñol S.J. E-mail: fi.coordinador@feyalegria.org Communications Coordinator: Claudia Patricia Ríos C. E-mail: fi.comunicacion@feyalegria.org Office: Calle 35 N° 21-19, Barrio la Soledad, Bogotá, Colombia Telephone number: 3383790-92 Website: www.feyalegria.org ARGENTINA Director: Fernando Anderlic Office: Hipólito Yrigoyen 2005 Telephone number: (54 11) 4951-0972 C1089AAM - Ciudad de Buenos Aires E-mail: directornacional@feyalegria.org.ar Website: www.feyalegria.org.ar Twitter: @FeyAlegriaARG

CHAD Director: Etienne Mborong S.J Office: B.P. 8 Mongo, Chad Telephone number: (235) 6776829 E-mail: wanmborong@yahoo.co.uk Facebook: Fe y Alegria Chad CHILE Director: Daniela Eroles Office: Lord Cochrane 110 / Piso 3 / Santiago Telephone number: (56) 2-8387530 E-mail: d.eroles@feyalegria.cl Website: www.feyalegria.cl

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BOLIVIA Director: Rafael García S.J. Office: Plaza Isabel la Católica 25/9, La Paz, Bolivia Telephone number: (591) 2445711-2445712-2445713 E-mail: direccion@feyalegria.edu.bo Facebook: Fe y Alegria Bolivia Twitter: @FYABolivia BRAZIL Diretor: Álvaro Negromonte S.J. Office: Rua Assungui, 626 – Vila Gumercindo CEP: 04131-001 - São Paulo – SP – Brasil Telephone number: (55 11) 5060-5800 E-mail: alvaro.negromonte@feyalegria.org.br Website: www.fealegria.org.br Facebook: Fé e Alegria Brasil Twitter: @fealegriabrasil

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DEMOCRATIC REPUBLIC OF THE CONGO Director: Fr. Jean-Christian Ndoki, S.J. Email: christian.ndoki@gmail.com DOMINICAN REPUBLIC Director: Jesús Zaglul, S.J. Office: Calle Cayetano Rodríguez 114, Gazcue, Santo Domingo Telephone number: (809) 2212786 Email: direccion@feyalegria.org.do ECUADOR Director: Carlos Vargas Office: Calle Asunción OE 238 y Manuel Larrea Sector El Ejido - Quito Telephone number: (593)2-3214455 E-mail: c.vargas@feyalegria.org.ec Website: www.feyalegria.ec Facebook: feyalegria.Ecuador Twitter: @fyaecuador EL SALVADOR Director: Saúl León Office: Calle Mediterráneo, s/n, entre Av. Antiguo Cuscatlán y Av Río Amazonas. Jardines de Guadalupe, antiguo Cuscatlán. San Salvador Telephone number: (503) 2431282 E-mail: s.leon@feyalegria.org.sv Facebook: Fe y Alegria El Salvador Twitter: @FeyAlegria_ES

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COLOMBIA Director: Víctor Murillo Office: Carrea 5 No. 34-39 Bogotá Telephone number: (57)1-3209360 E-mail: victormurillo@feyalegria.org.co Website: www.feyalegria.org.co Facebook: Fe y Alegria Colombia Twitter: @feyalegria_co

Memoirs 2014 International Federation of Fe y Alegría

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FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

SPAIN ENTRECULTURAS-FE Y ALEGRÍA Director: Daniel Villanueva S.J. Office: Calle Pablo Aranda 3 28006 Madrid Telephone number: (34) 91-5902672 E-mail: d.villanueva@entreculturas.org Website: www.entreculturas.org Facebook: Entreculturas Twitter: @Entreculturas GUATEMALA Director: Miquel Cortés B., S.J. Office: 12 Avenida 2-07, Zona 1 Guatemala Telephone number: (502) 23240000 Email: gt.director@feyalegria.org Website: www.feyalegria.gt Facebook: Fundacion Fe y Alegría Guatemala Twitter: @FeyAlegriagt HAITI Director: Marcos Recolons, S.J. Office: Comunidad jesuita 95, Route du Canape Vert Port-au-Prince, Haiti Telephone number: (509) 4095623 Email: ht.director@feyalegria.org Facebook: Foi et Joie Haiti Twitter: @foietjoiehaiti1

FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

Fe y Alegría

Directory FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

HONDURAS Director: Miguel Molina Office: Frente a la línea ferrea, contigua al Instituto Técnico Loyola, Zona de la Compañía Yorot-Honduras Telephone number: (504) 6473516 Email: honduras@feyalegria.org Facebook: Fe y Alegría Honduras Twitter: @feyalegriahn ITALY Director:Vitangelo Denora, S.J. Email: denora.v@gesuiti.it

FE YY ALEGRIA ALEGRIA FE

FE YY ALEGRIA ALEGRIA FE

MADAGASCAR Director: Fr. Emile Ranaivoarisoa, S.J. Email: eranaivoarisoa@yahoo.com NICARAGUA Director: Fernando Cardinal, S.J. Office: Auto Mundo 3 1⁄2 - Abajo. Reparto San Martín N° 36 Managua Telephone number: (505) 2664994 Email: ni.director@feyalegria.org Website: www.feyalegria.ni Facebook: Fe y Alegría Nicaragua Twitter: @fyanicaragua

PANAMA Director: Martiza Aguilar Office: Av. La Paz, El Ingenio Betania Ciudad de Panamá Telephone number: (507) 261-8654 Email: fyapan.direccion@gmail.com Website: www.feyalegria.pt Facebook: Fe y Alegría Panamá Twitter: @fyapan PARAGUAY Director: Carlos Caballero, S.J. Office: Juan E. O’Leary N° 1.847 e/ 6a y 7a Proyectadas. La Asunción Telephone number: (595) 21-371659 Email: direccion@feyalegria.py Facebook: Associacion Fe y Alegría Paraguay Twitter: @FEYALEGRIAPY PERU Director: Javier Quirós, S.J. Office: Cahuide, 884, Aptdo. 11-0277 Jesús María - Lima 11 Telephone number: (51) 14713428 Email: pe.director@feyalegria.org Website: www.feyalegria.pr Facebook: Fe y Alegría del Perú Twitter: @FeyAlegriaPeru URUGUAY Director: Martín Haretche Office: Calle 8 de octubre N° 2801 Montevideo Telephone number: (598-2) 4872717 int 256 Email: direccion@feyalegria.org.uy Website: www.feyalegria.ur Facebook: Fe y Alegría Uruguay Twitter: @feyalegriauy VENEZUELA Director: Manuel Aristorena, S.J. Office: Edificio Centro Valores, Piso 7 Esquina Luneta, Altagracia Caracas Telephone number: (58) 212-5647423 Email: ve.director@feyalegria.org Facebook: Fe y Alegría Venezuela Twitter: @FeyAlegriaVE

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ica n c é t n ó i c s uca a d e d i v La ia

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FE Y ALEGRIA

“Fe y Alegría, transforming the world through Education”.

International Federation of Fe y Alegría (2014)