ΕΥΡΩΠΑΪΚΗ ΕΚΘΕΣΗ ΙΙ: Μαρτυρίες ανθρώπων για τις επιτυχημένες πρακτικές για την εκπαίδευση των Ρομά

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"Mission
Amalipe"
Amalipe
,
,
( ) Amalipe "
" (Folklore of ethnicities -- Roma Folklore).
America for Bulgaria .
Az Buki Newspaper of the Ministry of education (2006). Two page presentation of the model once
monthly from March to December 2006.
Az Buki Newspaper of the Ministry of education (2012). Every school with a strategy how to overcome the problem of the early school leavers. Issue No.4/2012
bTV (2011, Feb.22) Discussing the reducing of the drop-out rate among Roma children.
http://www.btv.bg/news/bulgaria/obrazovanie/story/720860026Obsajdat_preventsiya_za_otpadaneto_na_detsa_ot_uchilishte.html
Council of Ministers (2006). National Action Plan for the Decade of Roma Inclusion
Deyan Kolev. (2007). Intercultural education and Roma culture classes: a Framework for successful
education integration of Roma children. Bulgarian language and literature. .5/2007.
http://liternet.bg/publish22/d_kolev/interkulturnoto.htm
EUMAP (2007). Equal Access of Roma to Quality Education, 1 Vol. 1 (Bulgaria, Hungary, Romania, Serbia)
Kolev Deyan, Krumova Teodora, Zahariev Boyan (2006). Evaluation Report for the Implementation
of Phare BG 0104.01: Roma Population Integration
Kolev, D. T. Krumova, M.Metodieva, B.Zahariev, G.Bogdanov (2007). Annual Report on the Roma
integration Policies in Bulgaria in 2006
Kolev, Krasteva, Krumova (2003). Razkazani patista: pomagalo za uchenitzite ot 5-8 klas (Roads
retold: a textbook for the students from the 5th to the 8th grade). Co-author. Veliko Turnovo:
Astarta.
Krasteva, Kolev, Krumova (2003). Istorii kray ognishteto: pomagalo za uchenitzite ot 2-4 klas (Stories
by the Fireplace: a Textbook for the students from the 2nd to the 4th grade). Co-author. Veliko
Turnovo: Astarta
II:
47
Krumova, Teodora (2009). Analytical assessment report of the needs, the introduction, monitoring
and evaluation of new/ alternative forms of out-of-school and extra-curriculum activities for raising
tolerance in school and prevention of dropping-out within Technical assistance for the implementation of the educational component under Improvement of the situation and inclusion of the disadvantaged ethnic minorities with a special focus on Roma project (Europeaid/122905/D/SER/BG)
Krumova, Teodora (2011). Building an alternative: successful models for raising the quality of
education in rural areas. Available at www.osf.bg (in Bulgarian)
Ministry of Education and Science (2010). Strategy for educational integration of children and students from the ethnic minorities
More than 50 publications for the implementation of the model in various regional and national
newspapers
National Council for Cooperation on Ethnic and Integration Issues (2012).
NCCEII 2011. http://nccedi.government.bg/page.php?category=73&id=1706
Website of the initiative: http://romaeducation.com/index.php/bg/
[Amalipe Center for Interethnic
Dialogue and Tolerance] (2012) Annual Report 2011.
[Amalipe Center for Interethnic
Dialogue and Tolerance] (2011) Decreasing the Drop-out rate among Roma Children: special issue
(July 2011).

;

AMALIPE-Centre for Interethnic
Dialogue and Tolerance
amalipe.edu@gmail.com
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II:
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: . 1 -. INCLUDE-ED.
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58
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2001-02. , .
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39"Original"quote:"Perqu"aix"tajuden"ms"i"aprens"ms"
40"MIXTRIN."Formas"de"agrupacin"del"alumnado"y"su"relacin"con"el"xito"escolar:"Mixture,"Streaming"e"Inclusion."[Grouping"students"forms"and"
their"relationship"to"school"success:""Mixture,"Streaming"and"Inclusion"]."RTD"National"Plan.""2008H2011."Ref."EDU2008H04098)"
41"Original"quote:"En"este"se"intenta"y"se"logra"ms."Supuestamente"los"gitanos"tienen"menos"capacidad,"pero"eso"no"es"cierto."En"este"instituto"se"
est"viendo"que"no."Estn"saliendo"adelante,"incluso"mejor"que"yo,"que"soy"payo."
II:
59
, . (...). , , , , ,
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Sansonmendi) ., 2 . , , ,
42"Original"quote:"comenc"en"segundo"(...)"Yo"estaba"muerta"de"miedo"porque"deca"seor"si"no"s,"y"estaba"muerta"de"miedo"la"verdad,"pero"
nada"conforme"fue"la"marcha"me"encant,"me"gusto"muchsimo"
43"Original"quote:"los"chiquillos"vi"que"eran"muy"listos,"y"deca"madre"ma"seor"que"chiquillos"que"tratan"de"ayudarse"que"son"como"una"pia."Los"
chiquillos"son"como"una"pia,"que"vea"que"haban"antes"se"peleaban"ms"entre"s"y"cuando"yo"hice"lo"de"grupos"interactivos"vi"que"eran"como"una"
pia,"que"ellos"mismos"se"ayudaban,"que"se"explicaban"ellos"mismos,"me"encant."
44"Original"quote:"Estn"aprendiendo"mucho,"mucho,"mucho."Por"ejemplo"Vanesa"que"es"la"de"tres"aitos,"que"es"la"ms"chica,"sabe"los"nmeros,"
los" colores," los" nmeros" en" ingles," ()" y" te" quedas" sorprendida." La" Mara" Antonia" que" va" a" segundo," te" lee" con" sus" puntos," sus" comas," sus"
interrogaciones,"con"siete"aos"que"tiene"y"te"quedas"sorprendida."Quico"con"nueve"aos"no"saba"ni"hacer"una"A,"y"dices"mira"el"cambio."Quico"no"
saba" nada," nada," te" lo" prometo" ni" saba" la" A." Yo" quera" cambiarlo" de" colegio" (antes" de" que" empezaron" con" los" Grupos" Interactivos" y" otras"
actuaciones"de"xito)."Mara"Antonia"con"siete"aos"te"lee"un"cuento"y"luego"le"dices"vamos"a"ver"Mara"Antonia"que"has"ledo,"y"te"lo"dice,"pues"era"
un" prncipe" qu" tal," y" te" lo" explica," lo" ha" entendido," y" se" para" en" sus" comas," si" hay" interrogacin" te" lo" dice" con" interrogacin," bueno" yo" estoy"
contentsima."
60
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. . , .
, 1, 2 3 4 . , . , 45 (GFI_SM). ,
., , ,
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: - 3:00
;, , , ,
46
(GFI_SM).

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47 (Annual Report 2005- 06: 25).
45"Original"quote:"desde"hace"2"aos"van"avanzando"y"se"nota"que"ha"cambiado"mucho."Antes"a"los"nios"le"daban"hojas"y"ahora"le"dan"cuadernos,"
libros"(...)"Es"que"cuando"empezaron"en"esta"escuela"daban"slo"hojas"para"hacer"los"deberes."Ahora,"no."Estn"avanzando;"en"esta"escuela"se"estn"
haciendo" muchas" cosas." Grupos" interactivos," se" estn" haciendo" en" 1," 2," 3" y" 4." Van" madres" payas," madres" gitanas;" padres" payos" y" padres"
gitanos."Tambin"vienen"marroques,"algn"negro...vienen"todos"a"hacer"grupos"interactivo."
46"Original"quote:"Dnde"participis,"En"ingls,"en"lenguaje"o"matemticas."Lo"que"sea,"te"llaman"por"telfono"y"te"dicen:"Hoye,"os"podis"venir"a"
las"tres"a"dar,"a"lo"mejor,"lenguaje?"O"matemticas"o"euskera..."Pues"s,"que"vamos."
47"Original"version:"el"fet"de"treballar"amb"un"refor"a"laula"ha"afavorit"molt"laprenentatge"dels"alumnes,"sobretot"ha"estat"un"refor"molt"positiu"
pels"alumnes"nouvinguts.[]"el"fet"de"treballar"amb"un"refor"a"laula"i"sobretot"grcies"als"grups"interactius"laprenentatge"dels"alumnes"ha"estat"
molt"positiu."Hem"pogut"avanar"molt"ms"que"el"curs"anterior"i"aprofundir"molt"en"alguns"aspectes."Els"alumnes"han"pogut"treballar"tant"lexpressi"
i"escrita"com"loral"i"han"pogut"participar"molt"ms"
II:
61

(CEHT1, 4, 58) 48

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.
,

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48"Original"quote:"Aqu"justament"els"mateixos"nanos"ajuden"als"altres"nanos"a"aprendre"moltes"vegades"en"els"grups"interactius"i"aix"s"una"gran"
diferncia"amb"altres"escoles"que"van"segmentant"el"grup"classe"amb"diferents"ritmes"amb"diferents"aprenentatges."
49"Original"quote:"Jo"sempre"poso"un"exemple"quan"el"mestre"est"sol,"jo"que"estic"al"despatx"veig"molt"sovint"nanos"que"passegen"que"passegen"
pel"passads"per"anar"al"lavabo"per"van"al"lavabo"moltes"vegades"per"la"desdiria"que"tenen"dins"de"les"classes,"no"es"perqu"es"portin"malament"si"
no" que" estan" avorrits" mirant" de" sortir" una" mica" i" els" gnera" aquella" necessitat" fisiolgica," per" quan" estan" fent" grups" interactius," quan" hi" ha" un"
voluntari"dins"de"la"classe"que"els"ajuda"a"fer"una"mecnica"de"lectura"per"exemple,"aquests"passadissos"desapareixen"de"gent"anant"al"lavabo,"es"
important,"el"nano"ja"no"autogenera"aquesta"necessitat"perqu"est"a"classes,"est"b,"shi"troba"a"gust"i"est"aprenent,"i"aprofita"el"temps."
62
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, .
,
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(PEHT3, 4, 23-24).50

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streaming ,
CEIP Mare de Du
de Montserrat.
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50"Original"quote:"A"la"hora"de"trabajar"intentas"que"el"que"ayuda,"la"idea"del"grupo"interactivo,"no"se"hace"slo"cuando"hay"grupos"interactivos,"
cuando"uno"acaba"una"faena"pues"bueno"te"pones"a"ayudar""aquel,"intntalo"ayudar,"se"ofrecen"los"nios"cuando"acaban"ya"han"cogido"el"hbito:"
Oye"ya"he"acabado"puedo"ayudar"a"aquel,"bueno"eso"se"palpa,"la"ayuda"entre"ellos"y"tal."
II:
63

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51"Original"quote:"S,"yo"noto"mucha"mejora."Los"nios"estn"ms"motivados,"los"nios"tienen"ms"inters."Trabajan"ms"concentrados"y"aprenden"
ms." Y" aprenden" ms" no" slo" los" que" van" bien" siempre" porque" son" nios" que" tienen" ms" facilidad," sino" los" que" les" cuesta" mucho" y" los" que" no"
seguiran"en"una"escuela"que"digamos"no"estuviera"en"un"proyecto"como"el"nuestro."Se"quedaran"atrs"y"estaran"en"un"nivel"bastante"diferente."Yo"
he"encontrado"muchos"avances."Hay"nios"por"ejemplo"que"acaban"de"llegar"y"en"1"ao"y"medio"ves"que"pueden"hablar,"ves"que"se"han"integrado"en"
la"clase,"pueden"seguir"con"los"dems"cuando"antes"se"coga"a"los"nios,"se"les"sacaba"de"la"clase,"se"les"tena"como"apartados"y"cuando"estaban"
dentro"del"aula"eran"nios"pasivos"que"no"que"no"tenan"posibilidades"de"aprender"lo"mismo"que"los"dems."En"cambio"ahora"s."S"porque"estn"
integrados"dentro"de"la"clase"y"van"siguiendo."
64
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3

-,

(PEMT6, 2, 81)52

, CEIP Mare de Du del
Montserrat
.
.
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3
,
,
(AEHT3, 2 54).

;

Centre of Research in Theories and
Practices that Overcome Inequalities
of the University of Barcelona
crea@ub.edu
52"Original"quote:"El"que"fem"s"incorporar"persones"dins"de"laula"per"treure"nens"per"fer"divisions"no!."Aix"ho"hem"fet"molts"anys"i"justament"
aquest"any"no,"ja"ven"consolidar"els"horaris"de"manera"que"cap"mestre"tenia"espai"per"agafar"tres"nens"per"ajudarHlos"a"millorar"perqu"hem"vist"que"
no"milloren"ms"per"treurels"si"no"que"quan"milloren"s"quan"entra"alg"a"la"classe"per"ajudar"de"mica"en"mica,"i"el"que"s"que"fem"s"potenciar"els"
nens"que"s"que"tenen"certes"dificultats"es"puguin"quedar"a"la"biblioteca"tutoritzada"perqu"s"all"on"de"vegades"fem"ajudes"per"poder"fer"els"deures"
i"una"acceleraci"daprenentatges."
II:
65
()

. .
, . , , . . . ,
. .
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,

(Valls, Soler, Flecha, 2008; Pulido and Zepa, 2010; Ramis, and Krastina, 2010; Serrano,
Mirceva, Larena, 2010; INCLUD-ED, 2011) () , .
, (Vygotsky, 1979; Bakhtin, 1981; Bruner, 1988, 2012; Wells,
2001; ..), (Freire, 1998;
Flecha, 2000; Wells, 2001; Aubert .. 2008), . ,
. .
INCLUD-ED (2006-2011). CEIP Mare de Du de Montserrat
. CEIP Mare de Du de Montserrat
66
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. CEIP Mare de Du de
Montserrat 2001-2002, 53.
, .
.
:
: , , .
: Montserrat 70% . .
, 9 : . .

.
, 9 : (Calamities). .
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4 : ( ) . , .
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. ,
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53"Learning"communities"is"a"project"of"transformation"of"an"educative"center"lead"to"ovecome"the"school"failure"and"eliminate"the"conflicts."(FleH
cha,"and"Puigvert,"Las"comunidades"de"aprendizaje."Una"apuesta"por"la"igualdad"educativa."Retrieved"from:""
http://www.cprceuta.es/comun_aprendizaje/archivos/flecha_introducc_CCAA.pdf"
54" Original" quote:" Veu$ en$ off:" Canviem" de" centre" per" assistir" a" una" tertlia" literria," sempre" sobre" clssics," com" LOdissea" o" el" Quitxot." Aquesta"
escola"est"situada"en"un"entorn"complex"al"barri"de"Montserrat"de"Terrassa."Un"70%"de"lalumnat"s"immigrant."Hi"ha"diversos"casos"dabsentisme."
Els"alumnes"per"no"es"perden"la"tertlia."Alumne$gitano$de$9$anys:$Yo"leo"mucho.$Todas"las"noches"leo"muchas"pginas"de"un"libro."Me"gusta"hacer"
la"tertulia"porque"si"yo"no"he"entendido"algo"en"casa"y"un"compaero"s"lo"ha"entendido"le"pregunto"y"el"compaero"me"lo"dice.""Alumna$de$9$aos:$
Calamidades." Aquesta" paraula" jo" no" la" saba." I" ara" quan" he" vingut" a" la" classe" (estan" fent" tertlia" literria)" i" ho" he" preguntat," ja" me" la" s."
Professora$tutora$de$4rt:"Hi"ha"nens"que"van"aprendre"lany"passat"(quan"feien"3er"de"primria)"a"llegir"amb"el"llibre"de"lOdissea."Aix"es"provoca"
perqu"hi"ha"una"motivaci"molt"gran,"per"saber,"per"comentar,"entre"ells"sajuden"molt"a"llegir"i"amb"els"familiars"de"casa."
II:
67
.

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.
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,
. Vygotsky (1979),

. , ( INCLUD-ED)
. , . , : / / / / . .
,
[calamidad] / .
, (Bakhtin, 1981; Flecha, 2000; Wells, 2001;
Aubert et al., 2008).

, . Soler (2001),
.
,
. ,
. , , ( ) , .
(Soler, 2001, . 200)
68
ROM-UP!
/ . . ( ) . . .
,
.
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. Ania .
Ania 10 . , . .
INCLUD-ED , , 6 2011.
, Ania :
( ) .
, . , 2
. Mohamed Simon,
.
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.
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Kaoutaur, (). ,
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.55
Soler (2001),
. ,
( , ).
Flecha (2000) ,
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55" Original" quote:" Nos" gustan" las" tertulias" literarias" porque" aprendemos" ms." Aprendemos" ms" vocabulario," expresin" y" tambin" aprendemos" a"
leer."Un"ejemplo"son"dos"nios"de"mi"clase."Uno"que"se"llama"Mohamed"y"uno"que"se"llama"Simn"que"gracias"a"las"tertulias"literarias"aprendemos"a"
leer."Ellos"queran"saber"lo"que"pasaban"en"las"tertulias"literarias,"queran"aprender"con"nosotros."Y"como"no"saban,"se"esforzaban,"y"se"esforzaban,"
y"lo"lean"otra"vez"hasta"que"al"final"tanto"esforzarse"aprendieron"a"leer."Tambin"porque"para"leer"para"las"tertulias"literarias"en"su"casa"tenan"
compaa,"familiares"o"amigos"que"venan"a"visitarles."Una"cosa"que"hace"tambin"las"tertulias"literarias"es"que"te"dan"ms"ganas"de"leer"ms"libros."
Un"ejemplo"es"una"nia"de"mi"clase"que"se"llama"Kaoutaur"que"gracias"a"las"tertulias"literarias"comenz"a"leer"libros."(...)"En"las"tertulias"literarias"
aprendo" tambin" de" lo" que" dicen" mis" compaeros." Por" ejemplo," yo" me" he" ledo" un" trozo" del" prrafo" y" tengo" una" manera" de" ver." Cuando" el"
compaero"explica"su"manera"de"ver"es"como"si"cambiaras"tu"manera"de"ver"porque"entiendes"lo"que"est"pensando"el"otro."
II:
69
. ,
, Aina
(Mohame, Simon, Kaoutaur).

( 1 ):
(Soler, 2001).
. (Schtz Luckmann, 1978) . Ania :
,
. ,
,
;
( Escuela).
, . , Ortega (2012)
, . ,
, ,
, . . . .
(Soler, 2001).
Manuel . ,

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Manuel . , Manuel
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70
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. () Manuel , ,
, 56 (Ortega, 2012)
, . (
) . ,
Ortega Manuel
, , . ,
.
, . ,
. El Correo de Andaluca. ,
Cela (2007) Las Tres Mil, ( ). .
. .
Poligono Sur .
. .
Lorcas Romancero Gitano, , Vctor Gonzlez, Tres Mi areal- ; , , Touraine, , :
56"Original"quote:"Manuel"tambin"es"un"entusiasta"de"la"tertulia"literaria."Cada"semana"se"lleva"su"libro"a"casa"y"all"le"pide"a"su"hermana"que"se"
siente" con" l" para" ayudarle" a" leer" y" a" pensar" una" intervencin" para" la" tertulia." Cuando" empez" 3" de" Primaria" no" saba" leer," pero" escuchaba"
atentamente" a" sus" compaeros" y" compaeras" de" clase." Le" interesaban" mucho" todos" los" temas" que" se" planteaban," especialmente" cuando" los"
relacionaban"con"la"cultura"gitana."Pronto"empez"a"participar"muy"activamente"aportando"sus"reflexiones"y"sintindose"orgulloso"de"su"identidad"y"
de"sus"intervenciones."Su"maestra"le"felicitaba"cada"vez"que"traa"ideas"apuntadas"en"un"papel"y"le"satisfaca"comprobar"la"evolucin"de"Manuel"en"
relacin"al"aprendizaje"de"la"lectura."Cuando"lo"ve"tan"atento"escuchando"a"los"dems"y"argumentando"sus"opiniones,"se"acuerda"de"la"respuesta"que"
Manuel"le"dio"al"sugerirle"ella"que"no"se"llevara"el"libro"a"casa"dando"por"supuesto"que"nadie"le"podra"ayudar"a"leer."Manuel,"si"quieres"no"te"lleves"
el"libro"a"casa."Maana"en"la"hora"del"recreo"yo"te"ayudo"a"leerlo."As"podrs"participar"en"la"tertulia."Que"va"profe,!"Yo"me"llevo"el"libro"a"casa"que"
lo"leo"con"mi"hermana."El"entusiasmo"del"alumnado"en"relacin"a"esta"actividad"genera"que"busquen"interacciones"que"les"ayuden"a"participar"en"
ella"y"a"aprender"ms."(...)"Manuel"en"su"hermana"y"tantos"otros"que,"compartiendo"el"objetivo"de"aprender"transforman"sus"relaciones"personales"
ms"all"del"centro"escolar"
II:
71

(CREA) , . ;
, , Adriana
Aubert, CREA,
El Pirata Garrapata.
La Plata,
. Las Tres Mil, , .
,
.
Polgono Sur .

:
, , .

, Aubert. ,
41 57.
CREA .
Polgono Sur : . 10
9 , , Tres Mil. Adriano del Valle, La Plata, : , , , , , , , . .()
, -,
, Aubert.
57"In"2012,"there"are"now"more"than"120"Learning"Communities"and"many"schools"are"waiting"to"receive"the"proper"training"to"start"to"implemante"
the"educational"project"of"School"as"a"Leraning"Comunnities."
72
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, Polgono Sur .
30 , 50-55 .
, , Las Letanas, . . ;, Vctor.58

, -
, .
, .
(Las Tres Mil). ,
, , , , .
.
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58" Original" quote:" " La" metamorfosis" del" Polgono" Sur" empezar" por" entender" a" Kafka." Cinco" colegios" de" barrios" perifricos" de" Sevilla" se" han"
enfrascado"en"un"proyecto"que"trata"de"ensear"a"los"padres"de"sus"alumnos"a"leer"a"los"clsicos"de"la"literatura."Esperan"que"educar"a"las"familias"
termine" beneficiando" a" los" hijos." Aqu" hay" seoras" mayores" que" saben" cantar" el" Romancero" gitano" de" Lorca," y" no" saben" leerlo," explica" Vctor"
Gonzlez," uno" de" los" voluntarios" de" las" Tres" MilH" cmo" puede" ocurrir" tal" cosa?" Es" posible" que," cmo" explican" las" coordinadoras" del" plan"
parafraseando"al"filsofo"Alain"Touraine,"a"veces"el"conocimiento"va"de"abajo"arriba:"cuando"los"individuos"sin"ttulos"producen"e"inventan"anlisis"
culturales" basados" en" su" propia" experiencia." Este" principio" dice" cul" es" el" objetivo" de" este" proyecto" educativo," coordinado" por" un" grupo" de"
investigacin"de"la"Universidad"de"Barcelona"(CREA)"y"por"el"Centro"de"Profesores"de"Sevilla,"pero"no"explica"por"qu"han"elegido"a"Kafka,"a"Joyce"o"a"
Shakespeare"para"sacar"del"analfabetismo"a""los"padres"de"sus"alumnos."Por"qu"no"algo"ms"sencillo?"Elegir"a"Joyce,"Tolstoy"o"Cervantes"no"es"
opcional." Son" los" que" garantizan" el" xito" del" proyecto," replica" Adriana" Aubert," miembro" de" CREA," leyendo" el" Quijote" un" adulto" analfabeto"
encuentra"ms"motivacin"y"referencias"de"su"propia"vida"que"si"le"damos"El"Pirata"Garrapata.En"el"barrio"de"La"Plata,"las"llamadas"comunidades"
de" aprendizaje" han" empezado" en" dos" colegios" y" un" instituto," y" en" las" Tres" Mil," en" una" escuela," un" instituto" y" un" centro" de" adultos." Todos" estn"
inmersos"en"este"programa"que"actualmente"se"ensea"en"la"Universidad"de"Harvard"(el"de"las"tertulias"literarias"dialgicas)."Pero"en"Harvard"han"
estudiado"siete"presidentes"de"Estados"Unidos"y"en"el"Polgono"Sur"cuatro"de"cada"diez"padres"no"saben"leer"y"escribir."El"propsito"que"se"han"fijado"
es"lograr"un"efecto"carambola"desde"las"aulas:"recuperar"a"los"nios"que"abandonaron"la"escuela"a"travs"de"sus"madres"y"padres"que,"en"su"da,"no"
pudieron"ir."Formar"a"los"familiares"que"conviven"con"los"alumnos"fomenta"un"aprendizaje"mucho"ms"que"la"formacin"que"reciben"del"profesor,"
explica"Aubert."En"Espaa,"las"comunidades"de"aprendizaje"se"estn"ensayando"en"41"centros"escolares."El"equipo"de"CREA"vigila"desde"Barcelona"el"
avance"de"los"colegio"sevillanos."Los"del"Polgono"Sur"parten"de"una"situacin"atrancada:"el"abandono"escolar"atrapa"a"cuatro"de"cada"diez"chavales."
Nunca"haba"visto"a"chicos"de"10"aos"que"entran"en"un"colegio"por"primera"vez"a"los"9,"dice"Rosa,"voluntaria"en"las"Tres"Mil."La"situacin"del"
Adriano" del" Valle," en" La" Plata," es" compleja" por" otras" razones:" en" los" pupitres" tienen" alumnos" chinos," rumanos," polacos," marroques," etopes,"
ecuatorianos,"bolivianos,"chilenos"y"colombianos."Es"la"adversidad"lo"que"une"a"esos"cinco"colegios."()"Hemos"visto"como"una"mujer"analfabeta"
aprenda"a"leer"en"voz"alta,"silabeando,"y"termin"leyendo"cinco"veces"el"Ulises"de"Joyce,"dice"Aubert."En"Sevilla,"el"centro"de"adultos"del"Polgono"
Sur"lleva"delantera."Hace"un"ao"estren"la"primera"tertulia"con"30"personas"del"barrio,"la"mayora"mujeres""de"50""55"aos."Una"de"ellas"les"narr"a"
sus"compaeras"el"da"en"que"un"hombre,"decidido"a"suicidarse,"prendi"fuego"a"una"bombona"de"butano"e"hizo"explotar"su"edificio,"en"Las"Letanas,"
mientras"ella"estaba"durmiendo."Murieron"cuatro"de"sus"vecinos."Por"qu"no"van"a"entender"a"Kafka?,"se"pregunta"Vctor.""
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!1!!!!:!HTTP://CREAUB.INFO/INCLUDED/2012/01/11/RAFAEL/ ..................................................................................... 16!
!2!:!HTTP://CREAUB.INFO/INCLUDED/2012/01/11/ROSAMARIA/................................................................................. 17!
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