Some reflections on 'The Forbidden Education'

He who grabs too much...

It started (almost) well: "This movie is the summary of a learning process that continues permanently and under no circumstances
must be understood as absolutely conclusive.” But he sensed shadows because the words “conclusive” and “learning” do not
They mix well, water and oil. Perhaps that's why I tried to ensure that my notes during the viewing adhered as closely as possible to the content.

I was especially interested in this project for several reasons: because of the light it can shed on the act of looking into knowledge.
from a different practice, due to the potential for diffusion of audiovisual material, and because of the collaborative model of its development. But, regarding
everything, as it could contribute to metacognition in reflecting on learning, that is, knowing how to evaluate:

... in the construction of knowledge, people use 'epistemological markers'. They know when they are generating hypotheses,
when they need to understand something, when they face new information, when they spend too much time just reading
but not reflecting, etc. They have their own metadiscourse of knowledge construction and are, therefore, able to evaluate
not only what they know but the knowledge that their community has built.

I had seen the trailer and not much more. I wanted to watch the documentary film without preconceived ideas because I took for granted two things:
that almost two and a half hours is enough time to focus and contextualize good content and that, speaking of proposals
Different, it would be a magnificent space for my own reflection. But it wasn't so, not at least in the sense I expected.

A few days later I review my notes and I notice my own bias towards what interests me, that is to say, I collected the part of
message that I had already agreed with previously, and this makes me seriously question the dangers of the
group polarization. Because...

One cannot adopt the same dogmatic attitude that one intends to change.
The out-of-context message sounds like a fairy tale. The incentive to delve deeper into the project should not be focused on
to those who are already convinced.

All stakeholders involved must have a voice.

Among the questions that immediately arose for me is also the sustainability model of these projects, both
in its economic aspect (no one lives on air) as well as in the subsequent approach of relationship and immersion in society, which is
governed by other rules. Because flowing, so in vogue now, implies eliminating fictitious obstacles, which is not the same as pretending that
They do not exist. Because what matters is not what is taught but what is provoked by doing it.

I am especially bothered by the final touch with the exaltation of love, a term that has as many definitions as
people, just like, as it is said in the documentary, there are as many schools as social realities. But, despite the
inconsistencies, I focus on the positive side of the message:

Freedom cannot be forced, but spaces can be opened. What we need is to work with humility and observe.
because the secret is the gaze of the human being upon others: we cannot see unless we confront internal learning,
to personal change. In order to be teachers, we must accept ourselves as an ongoing process in development.

In the formation of knowledge, pulling works better than pushing, and for that it is advisable to remember that we need to know more.
of the dynamics of the network rather than its leaders. That is why ideals have no place in education, because they hinder the
understanding of the present. And everything needs a starting point.
TheProhibitedEducation:GreatReflection

After watching 'La educación prohibida' again, I continue to reflect on the current educational system and I return to
to position in favor of a change. Indeed, I see how technology has made us change rapidly and yet,
Classrooms do not evolve at the same pace as society evolves. We maintain an educational structure that was created in the
19th century with hardly any changes.

The Internet is at the forefront today, and the way to know the world and to understand concepts is no longer the same. People's lives
it has changed: we can connect at any time and from anywhere, allowing us to have contact with anyone
person as long as both of us are available. Therefore, knowledge is just a click away, and
also on a multitude of platforms.

Seeing this technological reality and what it has meant for the change in society, do you not also think that education should
change, and also, from above? I do; I believe it is the system that fails; and the struggles and fights for certain
subjects only serve to worsen the situation. Many teachers advocate for bringing the school into real life,
share emotions and learn according to the tastes and needs of the student and therefore, of the group.

I find it necessary to have a system where emotions prevail and we allow ourselves to be surprised by these eager children who want to learn.
Human nature carries within it the need to discover, to know, and to grow. And if we do nothing to prevent it, the
A human being will want to know more throughout their life. Children, simply by being children, want to know, they question themselves.
everyone is looking to define the world in their own way. Limiting their movement, their pace of learning, and their creative capacity does not make
rather than stifling that creativity, which for me is one of the most powerful tools when it comes to shaping your own life.

Teachers, students, and parents are seeking a change. It is becoming increasingly evident. However, we find ourselves tied down.
by political decisions. Currently, the system is defined by administrators, not by teachers. What would happen if the
Would education in Spain take a radical turn like Finland did 30 years ago? Surely it would improve both society and
social possibilities. If we do not limit children, their potential as adults is infinite. However, if little by
little by little we limit them and impose a defined way of doing things, they lose the enthusiasm for learning and in
definitively, for living. Childhood is the reflection of the society in which we live and, seeing the children and seeing the society,
clearly, something has to change.

I don't say that change is easy. In fact, I don't think it is. Change entails a lot of responsibility, collective awareness.
and above all hope and desire for the situation to evolve favorably. Teachers in Spain are undervalued: they are
one of the degrees that require the least grade when studying it, they usually earn very little, it increasingly has to
to accept receiving more and more children per classroom, the contact with families is increasingly less, and the love they had (if they had it)
because of their profession, they are disappearing due to boredom, exhaustion, and demands from 'above'. A person who is not happy,
who works with children and does not let themselves be infused with the happiness and purity of childhood, instead of providing benefits and
Boosting that desire to learn in children does nothing but clip their wings.

There are more and more educational initiatives that prioritize working with emotions which will provide them with tools that
they will allow resolving any type of conflict throughout life. Public, private, or charter schools are gradually moving forward.
adapting to the needs of society. And yet, in contrast to this, schools are emerging that seek
to create super smart children who know a little bit about everything and have a busier schedule than any of us.
adults.

We forget about free play because it seems we have to organize our children's schedule well and not let them have a.
minute to get bored. Free play and boredom are necessary for a person's development. In both proposals
they develop creativity: one to imagine and create and the other to seek new tools to self-stimulate.
 I think we need to consider with our example what we can do so that children continue to be children. That way when
let's see them as adults, they will maintain, at least, the desire to continue learning, growing, and changing. Because the
Change and personal evolution is something that should remain alive throughout our entire life.

Reflections and contributions 'The Forbidden Education'

Hello companions and teacher,

Regarding the documentary 'The Prohibited Education', I can say that traditional or banking education that we have...
received, it has always been focused on teaching students simply to read, write, do homework, and to grade them
quantitatively or qualitatively, regarding whether they pass or fail the subjects, the academic year, and from there this education does not progress.
Thus, the structure of this type of education implemented by the States is an elite that dominates, that controls,
obedience, a mechanical process that is simply focused on the curricular content and nothing more. So, the one who does not
Knowing how to read and write is not educated; those who do not learn or do not earn fall behind those who know. This is what has taught us.
the traditional system. Here, it is also very important to highlight from the documentary that 'the basic structure of the system
promotes opposing values such as inequality, competition, materialism, individualism, discrimination and
social exclusion.

Starting from this problematization of traditional education, it is here that the school must go beyond the
reproduction of knowledge, as it must be a space for individual and collective training, for self-construction,
of construction and relationship with the other, of enhancing and qualifying human skills, and as Freire proposes according to the author
Viscarret (2007, p. 223) "education must be a practice of reflection and liberation that starts from within the individual to
to develop as a subject of action and decision, as a creator of culture and history with the ability to think and
to reflect critically, to express oneself, to voice one's opinion.

Furthermore, for Freire, education must be directed towards the development of critical consciousness, in which the learner takes
self-awareness and awareness of one's surroundings. Education is communication, it is a process of dialogue. Thus, in contrast to the conception
banking education of traditional learning, in which the knowledge and experiences of learners are not taken into account, nor by
Supposedly from his contributions, Freire proposes an educational model based on the dialogicity of the human being. Dialogicity that
aims to end education as a system of domestication, oppression, and imposition of knowledge and know-how
from a certain position of power such as that of the educator in banking education.

I also find it important to highlight from the documentary that school is not synonymous with education, as education is
territory of deep learning, because learning is a challenge to the unknown, and 'studying is not an act of consuming ideas,
"It is about creating and recreating them," according to Freire, which means that the human being is a whole and requires a global vision, an education.
integral and holistic. Furthermore, the proposal presented in this documentary about 'education without
school" as a free learning, a collaborative and self-directed self-learning, from which it follows that education is
communication, decision making, individual and collective participation, because learning is a continuous transformation
internal of the human being.

Finally, the documentary raises some important questions about education such as: To what extent does the
Does school help us develop individually and collectively? Why is learning conditioned and limited? Why educate?
with threats and tensions? Why not educate differently? What is the goal of education: to learn knowledge?
to develop more human capabilities?

The answers to these questions bring us closer to what the true objective of education should be.

Thank you very much for your comments and contributions to my reflection.
The Prohibited Education

The Forbidden Education is a documentary film released on August 13, worldwide, that aims to question
the logics of modern schooling and the way to understand education, highlighting different educational experiences,
non-conventional approaches that suggest the need for a new educational paradigm.

I am aware that this space is not intended to inform you about my travels or my professional activities, although
On some occasions we have already referred to them, but especially, it intends to reflect on education. As
As mentioned above, it is not possible to see reality without tools that help us do so. The movie that has just been released.
circulation, insurance, is going to reach all corners of the world, and will give us insight into a more frequent educational reality
than one might think. And from here we want to contribute to its dissemination, as nothing is better than watching this movie to reflect.
about what education should be.

In some media, I found this text that summarizes very well what the movie is.

The Forbidden Education is a project carried out by young people who started from the vision of those who learn and are
They embarked on a research project covering 8 countries, conducting interviews with more than 90 educators of educational proposals.
alternatives. The film was collectively financed thanks to hundreds of co-producers and has free licenses that allow
and encourage their copying and reproduction.

The Forbidden Education aims to nurture and spark a social reflection debate about the foundations that underpin
school, promoting the development of a comprehensive education centered on love, respect, freedom, and learning.

The school has been in existence for over 200 years and is still considered the main way to access education.
Nowadays, school and education are concepts widely discussed in academic forums, public policies,
educational institutions, media, and spaces of civil society. Since its origin, the school institution has
state characterized by structures and practices that are now mostly considered obsolete and outdated. We say that
they do not meet the needs of the 21st century. Their main deficiency - error in assuring something, failure - lies in a design
that does not consider the nature of learning, the freedom of choice or the importance of love and bonds
humans in individual and collective development.

From these critical reflections, proposals and practices have emerged over the years that have thought and continue to think about the
education in a different way. "The Forbidden Education" is a documentary film that proposes to recover many of
them, explore their ideas and make visible those experiences that have dared to change the structures of the educational model
from traditional school.

More than 90 interviews with educators, academics, professionals, authors, mothers, and fathers; a journey through 8 countries of
Ibero-America going through 45 unconventional educational experiences; more than 25,000 followers on social media
before its premiere and a total of 704 co-producers who participated in its collective financing, turned "Education"
"Prohibited" in a unique phenomenon. A completely independent project of unprecedented magnitude that accounts for the
latent need for growth and the emergence of new forms of education.

Analysis of the movie: 'The Prohibited Education'

The Forbidden Education is a documentary that questions modern forms of education, as well as
way of understanding it, making visible different, unconventional educational experiences that pose the
need for a new educational paradigm.
The aforementioned documentary was made by young students; the research covers 8 countries, and interviews were conducted
more than 90 teachers with different educational ideologies. (educacionprohibida.com, 2012). An important fact is
that the movie was made so that anyone can download it from the Internet in HD, without any restrictions.

What the film proposes is in some way to enrich and spark reflective debates about the foundations that support
the school, strengthening the development of a comprehensive education centered on attributes such as love, respect,
freedom and learning.

There are different opinions about the current education system. This is a reality that will always be present, due to
that today not only students (whether from schools or universities), but also parents, feel
dissatisfied with the education provided, or rather with the way education is given.

The behaviors of students today are not similar to those of years ago, nor are their
needs, preferences, ways of thinking, etc. In this way, when teachers or professors implement ways
of study that were used in past times, this generates negative feelings in students.

Currently, the classroom-workshop educational system is being implemented and is perceived positively in the field.
of pedagogy, according to Freinet, as the way to connect the knowledge transmitted in the classroom and the
development of students. (Ander-Egg, 1999)

The word workshop refers in the minds of human beings to a place where work is done, where the
knowledge is put into practice. This definition is the most common, as it is a way of teaching,
but more specifically to learn what is carried out collectively. (Ander-Egg, 1999), both being
perfect indicators of the notion of that term from a pedagogical point of view.

This educational system should be taken into account since many students remember more what they do and put in.
in practice, that those who are required to memorize. This relates to the concept of Froebel
who, in 1826, asserted that 'learning something by seeing it and doing it is much more formative, cultivative and
"stimulating to learn simply through a verbal community of ideas", (Ander-Egg, 1999, p. 15).

Institutions should train teachers in this area in order to put the workshop-classroom into practice and achieve understanding.
results in day-to-day. There are teachers who force students to memorize topics covered in class; while not
it becomes impossible, the results from studying by heart or applying theory to practice will not be the same. As
as mentioned earlier, in the first case it is very likely that the student after taking the exam, lesson or
partial, I forgot the studied concepts; on the contrary, in the case of the student who has gained experience within
from the classroom throughout the course, the knowledge learned will be established. Thus, university or school life
it becomes less traumatic, more educational and much more enriching.

The educational paradigm presented in the documentary refers to the fact that there should be no authority that cuts off the
freedom of the student, and that only the unlimited creativity they have should be nourished; based on that perspective,
the traditional school is presented as an authoritarian institution. It is worth noting that while it is necessary, in
many situations, establishing limits or prohibitions, the school must promote learning and mutual respect
throughout life without imposing an authoritarian system. Undoubtedly, the workshop classroom proposes the exact opposite; in the
In the university sphere, for example, knowledge is concretely achieved through the inclusion of a field of action.
linked to the professional future of students. (Ander-Egg, 1999).

This way, the student is allowed to express themselves, give opinions, and even suggestions, but always with respect.
and recognizing the teacher as the person responsible for supporting the growth and learning of the student, and
being part of the creation of each one's identity.

It is evident that the students who made the documentary offer a totally opposite view to the current one.
to make educational institutions a place where educators and students collaborate mutually, like
the philosopher John Dewey proposes; that is, a place where learning occurs through doing, which he defines as the workshop-classroom. Where
students can and should contribute ideas and solutions to problems for specific tasks, working together
with the teacher. (Ander-Egg, 1999).

The workshop classroom allows both students and teachers to experience a superior and extraordinary educational environment.
the teacher derives satisfaction as a professional from seeing that the students understand and are able to put into practice
the topics covered in class. From the students by achieving, through this methodology, the motivation that it provides them
understanding and knowing how to use concepts without fear of making mistakes, which they will apply later in their professional life.

It is exciting to complete a course or a degree, knowing that everything seen during that time was understood.
applied and resolved; including different individual contributions and working together with the teacher and the classroom,
thus making learning not just a memory, but a mark that remains carved in the soul of each person by
always.

Bibliographic references:

The Workshop: An Alternative for Pedagogical Renewal

The Prohibited Education

- The Education Prohibited. 2012. What is? Recovered the November 14, 2012
Available
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In the following essay, the film 'The Forbidden Education' was analyzed, showcased during the class of
Pedagogy of Design and Communication, from a theoretical approach taking the classroom-workshop as a reference and
interpreting how, through the correct application of this model, one could work together with the student to
apply the knowledge of the subject to practice, thus experiencing theories in a different and effective way.

Education - Workshop classroom - The Forbidden Education - documentary - educational methodologies.

(*) This text was prepared in the course Design Pedagogy II, of the Academic Assistants Program.
Faculty of Design and Communication, taught by Professor Mariángeles Pusineri. Year 2012.

THE FORBIDDEN EDUCATION

The Forbidden Education is a documentary film that aims to question the logics of modern schooling.
and the way of understanding education, making visible different, unconventional educational experiences that propose
the need for a new educational paradigm.

The Forbidden Education is a project created by young people who started from the vision of those who learn and...
They embarked on a research study covering 8 countries, conducting interviews with over 90 educators of proposals.
alternative educational. The film was collectively financed thanks to hundreds of co-producers and has licenses
free that allow and encourage their copying and reproduction.

The Forbidden Education aims to foster and ignite a social reflection debate about the foundations that sustain
the school, promoting the development of a comprehensive education centered on love, respect, freedom and the
learning.

Synopsis

The school has already existed for more than 200 years and is still considered the main way to access
education. Nowadays, school and education are concepts widely discussed in academic forums, policies
public, educational institutions, media, and spaces of civil society. Since its origin, the
school institution has been characterized by structures and practices that are now considered mostly obsolete and
anachronistic. We say that they do not meet the needs of the 21st century. Their main shortcoming lies in a
design that does not consider the nature of learning, the freedom of choice, or the importance of love and
human ties in individual and collective development.

From these critical reflections have arisen, over the years, proposals and practices that thought and think
education in a different way. 'The Forbidden Education' is a documentary film that proposes to recover
many of them, explore their ideas and make visible those experiences that have dared to change the structures
of the educational model of the traditional school.

More than 90 interviews with educators, academics, professionals, authors, mothers, and fathers; a journey through 8 countries.
from Ibero-America through 45 unconventional educational experiences; more than 25,000 followers on social media
social networks before its premiere and a total of 704 co-producers who participated in its crowdfunding, turned
"La Educación Prohibida" is a unique phenomenon. A completely independent project of unprecedented magnitude, that
realizes the latent need for growth and the emergence of new forms of education.