Cover Letter
Héctor Utreras
ELP Level 6-008 Dennys Montaño Portfolio Cover Letter
In this letter I included my opinion and a description about the classwork, specifically about a group of essays that we have been writing during the semester. I tried to show how the continuously work have allowed me to develop my skills writing and presenting information to the people. I think that the response essay which was our first classwork, was a great opportunity to start the semester improving the structure of the essay and the use of APA style, It was a group work and it consisted in the video: how the language changed the humanity, this topic helped us to un-
derstand the importance of the language, I had problems with the correction of my mistakes because I sent it on PDF. The second essay was exploratory, this essay was especially interesting because it helped me to present information about a scientific topic; in this opportunity I sent it in Word and I had some corrections in my grammar. The next essay was interpretative; I really liked it because it consisted in an interpretation about a piece of art;
one of my classmates and I chose “The hands of protest”, I propose it because it was made by one of my favorite artists, It helped us to develop not only our skills in writing systematically, but also to show our artistic interpretation. Finally we developed an in-class essay which was argumentative, it was one of the most difficult because we had limited time, but finally this essay showed me that I had the enough ability to structure my ideas and put these in an essay.
All the classwork in the sixth level helped me to develop and improve the skills that I had acquired in the fifth level. I le arned more about
grammar, the APA style which I had a lot of problems with, new words that I did not know, the team work which was enjoyable and rewarding. All the work and the process of learning in this semester was fun, and the most important it had made us more knowledgeable people.
Sincerely
HĂŠctor Ronny Utreras Tobar
RESPONSE ESSAY
Héctor Utreras ELP Level 6- 008
Dennys Montaño Response essay How the language transformed the humanity The evolution of a system of communication has been one of the facts that had changed the humanity and the world forever. Two million years ago, the closets ancestors of humans did not have a language they only used signals or certain primitive sounds to communicate. When the language was born, also appear a complex system of socialization. Mark Page, who is a Professor of Evolutionary Biology, exposes in the video “how the language transformed humanity” an interesting idea about why the humans evolved whit its complex system of communication. According to him the language is the most powerful social technology that allowed to the ancient human tribes the access to a power-
ful tool which is cooperation. The first idea of Mark is the social learning, he mentions that this is the ability of learning from the mistakes, experiences and the wisdom of others. Through the history we have learned by copying and imitating, in order to develop our own ideas and processes. This spe-
cial characteristic, as he says, is not present in animals, even it was not present in our ancestors. He talks about two examples; the first is the case of chimpanzee; this specie has used the same tools in order to abstain food, during thousands of years. The same situation has happened with our ancestors, as in this case: the Homo erectus and the homo neanderthalensis. There were small differences between the both species, they used nearly the same tools made of rocks, is obvious that the neanderthalensis tools were a bit more sophisticated. What Mark wants to point is that this primitive species were not able to developed their knowledge and technics, because they were not able to learn of their mistakes, or share information whit another groups.
The point that Mark shows is very interesting because since we are child, we learn by imitating to our relatives, we learn their language, their costumes, and then we develop our own behavior. We are fortunate, because the evolution has given us a powerful tool, which at
the same time, have allowed us to rise and survive in any condition or habitat. One thing that I want to add is an important fact that happens in science. All the process of social learning is also the process of science development. First the scientist or any person begins learning from experts, then comes the experimentation with the acquired ideas, and finally this person have created his own technique. The second idea of Mark is the visual theft, as he says when one community try to learn from other ones by watching them, this communities have benefit from the effort of others, they do not have to spend energy and they can steal the best ideas, so this new community would be more competitive, as Mark says, “social learning really is visual theft�, but what he remarks is that in the ancient communities there were two options: the first one was to form small communities and so the knowledge and ideas only would be shared on this group, but the problem is that the knowledge would be closed; this situation does not allow change the information, so this communities would be stagnant.
The other way is developing a system of communication that allowed them to cooperate and share ideas; in consequence the information would be available for everyone, this was the way that our specie chose. This idea is very clear, the visual theft seemed to be bad, but finally this process was what allow us to learn from others and develop
our societies, in our days we can analyze the situation that happens in other countries, in order to improve our situation. This process seems competitive, but the competition is what make us to advance, is what make us to try to be better in a field, in my opinion the information must not be closed, this is what allow us to create everything what surround us. The final point of marks is ironic, because as he explain; at the same time that the language let us to cooperate one with ot hers, it has become a barrier between culture. In the world there are thousands of languages that seems to be ligated with the culture of each country, so
this is a way to protect the knowledge and the wisdom of each community. This is a bad situation because when information is enclosed, the movement of ideas and technology between groups decreases, so a controversial question arises; there should be only one common language in the world? Mark responds that if we want to promote a world with cooperation, the unification of the language would be necessary.
The last idea has several controversial points because for most of cultures their language represents part of their essence, and it would be terrible to lose those ancient languages because they are also part of the learning of our ancestors, but as he says the globalization is almost
unavoidable if we want to share in an effective way information with others. In conclusion we can learn of the experience and ideas from other people and choose the best ones. This is a process of accumulation of knowledge, which allow us to develop our technology, so cumulative cultural adaptation is the accumulation of ideas, this fact it the responsible of everything around us, everything what we have been able to build. The language is one of our most powerful, controversial and wonderful property that our specie has. Reference Pagel, M. (2011). How language transformed humanity. Ted Talks, United States. Retrieved from: https://www.youtube.com/watch? v=ImQrUjlyHUg
Exploratory Essay
Héctor Utreras ELP Level 6-008 Dennys Montaño
Exploratory essay An inconvenient truth about the tourism in Galapagos A habitat that has been created in a remote place, is a delicate system. As we know, Galápagos is a clearly example of a true natural
laboratory that has evolved through millions of years. It consists of 19 islands that together with the marine reserve are known as a unique living museum and showcase of evolution. Seismic and volcanic activity reflects the processes that formed the islands; these processes, together with the extreme isolation, led to the development of unusual animal life (UNESCO, n.d). The fact of being away from civilization, helped Galapagos to create a balanced natural system. However, since 1960, tourism has been the most important factor that have contributed to population growth; according to the report presented by the Galapagos National Park Service; in 2015 there was a flow of tourists 250000 (GNP, 2015) It has originated one of the biggest conservation challenges, and ethical problems in Galapagos, Uncontrolled growth of population is affecting the balance of the ecosystem, polluting, deteriorating and disturbing the animal life, so there should be a regulatory mechanism of tourism in order to protect the habitat, the limited resources and all the native animals.The first reason of the uncontro-
lled tourism is the idea of “more is better”. The global view is always focused in the thought that growth is always good, but from the ethical point of view it is not always true. In Ecuador this idea is unconsciously accepted by the population who tend to think that when the tourism and the industrialization increases it is evidence of a better economy, but at the cost of serious injury (Sevilla, 2008).
We could analyze the next example presented by Daniel Orellana: there are travel agencies that have created economic packages because they do not want to provide the best quality, they know that Galapagos is a destination to visit once, that tourists will not come back, and therefore they do not need the loyalty of the costumer; they just need the greatest possible number of visitors (Orellana, 2014).
With the excessive arrive of people also increases the amount of waste, and the spending of the necessary resources to maintain the costumers, we have to consider that it is increasingly difficult to manage the garbage and preserve the limited resources in an isolated and fragile place as Galรกpagos. I think that is necessary to establish a balance between the available resources and spending. There should be an
awareness campaign directed to tourists and residents about the importance of setting limits to human intervention in the ecosystem. The second reason is stablished by Orellana, He says that Galรกpagos has been adapted to the tourist and not the tourist to Galรกpagos. One example is tourism through the islands, there is an increasing number of boats that offer transport service from island to island, these are registered as public transport, so they do not pay VAT and they are not regulated by the Ministry (Orellana, 2014). According to the web site UNIVERSIA, the problem was investigated by San Francisco University in a project directed by Judith Denkinger, who is a Pro-
fessor of Biology. They discovered in 2011, 174 Green Turtles with clear evidence of damage to its shell, fins and tail caused by collisions with boats. The incidence of collisions with boats in general was high, being higher in feeding areas (19.4%) than in nesting (3.7%).
(UNIVERSIA, 2013). Gustavo Jimenez who is a scientist of Charles Darwin Foundation, also adds that another mean of transport that have increased are the vans that have run over or hit around 10,000 finches per year (Jimenez, 2012)
Another example is the situation in Santa Cruz, according to Jimenez this is the most populated island of Galapagos, and hence the most polluted. In Puerto Ayora, the main city, water glowing, but not by the sun, but by the oil stains left by hundreds of boats dedicated to tourism. "And beyond of being a big city, it is a tangle of suburbs and hotels half-finished. The groundwater is contaminated and there is no proper sewage. Dozens and dozens of Toyota vans waiting to transport tourists around," (Jimenez, 2012). As we can see Galรกpagos has been adapted to the tourists. Confront the problems of a bad infrastructure, and an increasing of the damage caused by means of
transport, would be difficult but is extremely necessary. The government must limit the tourism by developing a filter of tourists. This could be an innovative idea that would change the market logic. I think that Galรกpagos, should be as a restaurant where firstly is identified the people that should be there, and then is developed a strategy to adjust them to the islands. Secondly there should be ecotourism, for example: the infrastructure that has been developed is standard with square sealed and air conditional rooms. There are another models made with local materials and its design allows a natural air conditioning, because we know that air conditioning consu-
me more electricity. There should be a complete study of the most vulnerable sites, in order to trace new routes that do not affect the environment and so not change the ecosystem. The principle idea is return to the natural place, where the people has to adapt to the nature without damaging it.
In conclusion tourism has been one of the main facts that has produced population growth. At the same time it has generated disturbing in animal habitats and has contributed to the imbalance of the ecosystem. Uncontrolled tourism growth has led environmental problems, not only the pollution but also an inappropriate infrastructure. The increasing number of means of transport has allowed people to
move around all the insular territory, invading the habitat of endemic plants and animals. It is necessary to limit the presence of people in the islands, reaching a common good agreement between nature and the tourists, and thus to preserve one of the most beautiful places on the planet.
References Galapagos National Park. (2015). Informe de visitantes a las áreas protegidas de Galápagos. Puerto Ayora. Jiménez, G. (2012). Galapágos menaced by tourist invasion . (C. Cadwalladr, Entrevistador)
Orellana, D. (2014). El aumento de turistas en Galápagos trae más problemas que beneficios. (I. Ponce, interviewer) Sevilla, R. (2008). An inconvenient truth and some uncomfortable decisions concerning tourism in Galápagos. Galapagos Research, 26-29. UNESCO. (s.f.). Galapagos Islands. Retrieved from http://whc.unesco.org/en/list/1 UNIVERSIA. (2013). Impacto que tienen los botes sobre las Tortugas Marinas de Galápagos. Retrievedd from http:// noticias.universia.com.ec/en-portada/noticia/2013/04/22/1018565/impacto-tienen-botes-tortugas-marinas-galapagos.html
Interpretative Essay Interpretative Essay
Héctor Utreras; Carlos Veloz ELP Level 6-008 Dennys Montaño Interpretive essay The Hands of Protest Between 1961 and 1990, Oswaldo Guayasamín, who is an Ecuadorian artist painted one of his most important collections named “Hands” which belongs Guayasamin’s Age of Wrath. This collection consists in 13 paintings of which one of the most striking is "The Hands of
Protest". He protests against injustice and violence, lived in Ecuador and Latin America in the 20th century, in the rise of dictatorships, the war, and discrimination of indigenous communities. The Hands of Protest is a portrait of people suffering, it explores the expressive potential of the face, hands and bodies to convey a range of human feelings showing the soul of the dispossessed, marginalized, and their impotence in a violent
setting; everything caught with his oil on canvas. The Hands of Protest is an art work, painted with oil over canvas in 1968, one of its striking element is its size of 244 x122 cm (Guayasamin.org, n.d.), because the other paintings of the collection have a size of 122x122cm. The predominant colors are black, ocher yellow and dark blue; colors that are very common in the works of Guayasamín. The pallid tones of yellow are well mixed with the dark blue and give to the character a relief. Especially the blue tone in the background portray could mean that the setting is sad and gloomy. The character portrayed seems to feel a strong heaviness for his skeletal appearance and its abraded skin.
The face shows a big mouth that seems to be crying out for justice. The teeth are damaged and impaired, this could represent the incessant cries of mobilizations lived in Ecuador, the protests of voices that did not want to give up and seek a better future, but at the same time were not heard. The most important characteristic of this painting is the representation of the hands that have a distorted physio gnomy and that are of considerable size, this could symbolize that he is claiming for the resolution to the problems of the time, and the end of the protests. The character fingers are dirty and tense, representing the loss of human dignity. One of the main facts that inspired Guayasamín to paint his “Hands of the Protest” was the situation of losing violently one of his dear friends in the 4 days civil war in Ecuador. (Rosannaswritting, 2012). His travel around Latin America was another contributing fact that allowed
him to observe the serious problems that at the time were happening; the oppression of governments towards their own citizens, and the growing of a strong poverty and injustice for the weakest. For example in Ecuador there was a violent atmosphere due to political instability (Rivadeneira, 2013). Another important fact that influenced his painting was the colonialism, a time when the Indigenous community was discriminated and
exploited, a thought that still prevails to this day; this is a key factor for the artist because his roots are indigenous. A final fact could be the poverty that the artist lived on his childhood, a situation that most Ecuadorians lived because of the corrupt governments. His artwork reflects clearly that he has his own style, a beautiful and expressive way of painting hands as a tool of action, that according to the experts: painting hands and making it to express feelings is a difficult task, and Guayasamín owes to this fact his fame (Guayasamin.org, n.d.). His painting seems to be screaming in despair, expressing deep anguish. It transmits strong emotional responses, this artistic work is humanist, and a clearly example of expressionism, because it express the pain and misery that the majority of indigenous people experienced with the discrimination from their co-citizens of other racial origins.
In conclusion the hands of protest has been one of the most important pieces of Guayasamin’s art, through it he has expressed his desire to protest against the violence, the injustice, and discrimination. This work is the result of his thoughts; the messages tha t this artist tried to express in his painting is dedicated for the sensibility of most vulnerable people of Ecuador and Latin America. The inspiration of Guayasamín was the sadness, because he could see the problems of the chaotic world. Therefore, his work transmits his anguish about the social and cultural development. Thus, his art had a social motivation and he used his painting to provide his thoughts and conception of his contemporaneous world.
REFERENCES Guayasamin.org. (s.f.). Serie de las Manos. Retrieved from: http://www.guayasamin.org/index.php?option=com_k2&view=item&id=160:serie-de-las-manos&Itemid=156 Rivadeneira, G. (2013). LAS MANOS DE LA PROTESTA – GUAYASAMIN. Retrieved from: https://50latamobjects.wordpress.com/2013/04/17/las-manos-de-la-protestaguayasamin/ Rosannaswritting. (2012). Ecuadorian Art: Oswaldo Guayasamin. Retrieved from: http://rosannaswriting.blogspot.com/2012/11/ecuadorian-art-oswaldo-guayasamin.html
Argumentative Essay
HĂŠctor Utreras ELP Level 6-008 Dennys MontaĂąo Argumentative essay
Should censorship be practiced in School? Censorship is a controversial issue that has spanned different fields, today we can find censorship on television, on film, on pictures, but this essay focuses on the existing censorship in schools. Censorship has been a mechanism used by Directors and teachers of educational institu-
tions in order to block content of books or investigations that they consider inappropriate for students. This topic has been debated by parents who in most cases support the censorship, creating courts that choose which content is appropriate or not. This idea also has been supported by directors of institutions and in some cases by teachers. However some experts, and a number of teachers support the free dissemination of such material that is often meaningless censored. Censorship should be eliminated from schools because it is banning the authors expression freedom rights; building a barrier between students and the knowledge of all kinds of information, a better solution would be guide students to think critically and deal directly with information which in many cases is considered inappropriate. Many books have been problematized within schools and have even been banned in libraries. This is the case of the book "Juul" which tells the story of a child pressured by their classmates, in order to cut each of the parts of your body. Many psychologists and parents felt that
this book was appropriate only for students who are in third grade or higher grades. However Diego Marin, who is a psychologist, decided to read this book with children from preschool to High school kids, and he found that they all had the same reactions, at the first they smiled and then they were a little surprised. At the end of reading all children asked questions about the book but no one seemed deranged. Diego Marin
concludes that the children just needed a person to guide their interpretations.
One of the most serious problems is discussed in schools is the subject of racial discrimination. In many institutions such as the United States it has been banned the dissemination of content that has content that they consider racial. For example, in Minnesota the book "Little House on the Prairie" was banned because the parents believed that it has content that discriminates against Native Americans. However this type of books should be taken as a window of opportunity to discuss this topic in the classroom, to confront the problem of discrimination and
not leave this issue as a taboo and something that is forbidden. Publishing houses have often been responsible for censorship of books that are considered problematic. This happens because these companies respond to market needs and for most people the books that have themes that are considered taboo or that are problematic should be eli-
minated. So publishers are responsible for deleting parts of the book that are considered hazardous. However it is violating one of the rights that in many constitutions is present, and is the right to express themselves freely. All the people think differently and some are forced to bite their tongue, because what they say is not approved by everyone. Censorship should not be enforced as strictly as it is today. Everyone should have the right to say what they want and not have their thoughts and feelings hidden in the world. For most of parents and people who teach in schools it is necessary to use censorship either in books or investigations so that students do not have access to that kind of information that they consider harmful and that can hurt their feelings. However many times fear of this information does not come directly from children or young, but from parents. So they decide to lock up their children in a world where everything is perfect, in a kind of bubble that prohibit them to see what happens around. Banning knowledge is one of the worst ways to educate a person, it
would be better investigate the most contentious issues and one of the best places to educate and guide people on these issues is the school. Lots of excellent books and investigations have been censored because these are considered problematic. The problems should not be hidden, the problems must be faced in order to develop in children critical thinking
In conclusion censorship is a very controversial issue in schools, many books have been banned by the institutions because parents claims that these have inappropriate content. However this type of works contain information that could be discussed in class and confronted by students and teachers. There should not be censorship in schools In order to develop the tastes of students in reading and their critical thinking of things and information that they have to face daily. Only then we will build a world without taboos and people who can think for themselves
References MarĂn, D. (s.f.). Libros problematizadores y censura en la escuela. Obtenido de http://www.banrepcultural.org/sites/default/files/ libros_problematizadores_y_censura_en_la_escuela_1.pdf Petres, K. (s.f.). The Role of censorship in school. Journal of instructional Psychology .
Research Project
ABSTRACT Ecuadorian education was hit in the 80s and 90s following the financial crisis that existed in that time. This crisis was originated due to the external debt that increased over the years, because of several factors such as: excessive spending of the money that had been obtained through the oil exploitation, and then its sudden decrease in the price per barrel. The consequences were felt when the government opted for a neoliberal policy as a solution to the problem. It caused a reform in the distribution of capital, affecting principally all public sectors. On this opportunity is analyzed the case of education which was privatized and commodified.
Key words: Crisis, Neoliberal policy, Public sectors. Education
INTRODUCTION Throughout Latin America in the late of the 20th century, between 80 and 90, a number of governments with Neoliberal ideology were formed. The first of which was developed by Augusto Pinochet in Chile. What these governments wanted was out of the financial crisis, so
they thought that it was necessary to reduce public spending and make way for foreign investment (Ossenbach, 1999). According to Ramos all this reforms had been originated by the Washington Consensus that sought to destroy the public school (Ramos, n.d.). Ecuador was among the countries involved in neoliberalism. The neoliberal time in the country began after the death of one of the most emblematic presidents of our
country, Jaime Roldós. This president sought to improve democracy not only in Ecuador but also throughout Latin America. (Sarmiento & Rivera, 2013). His thought was against neoliberal Washington proposals, and maybe it was one of the reasons from which is affirmed that he was killed. In Ecuador in the eighties the investment in education decreased significantly, most of schools and colleges were pri vatized, and public schools began to decline in the quality of its education, infrastructure and teacher´s payment; there was no resources to invest in a public service like this. The neoliberal system violated the rights of individuals to free education, reducing its investment, privatizing and commodifying it; the government offered the education as a simple product to which only people who had economic resources acceded; all this in the rise of the crisis that affected the country.
CHAPTER 1 NEOLIBERALISM IN ECUADOR 1.1 The oil boom
Oil exploitation began in 1972, it was an event that changed the economy of Ecuador. The industrialization process was intensified, transforming the country into a producer. This fact gave rise to revenue growth unprecedented in the country. In the period from 1970 to 1980, the production of oil barrels was doubled. Ecuador's economy had improved and the country now had access to the international financial market and became
attractive to international financial organizations (Oviedo, 2014). The market was growing and was becoming increasingly competitive. According to VelasteguĂ, at the end of the 70's, oil price was around 35 dollars, something that was very positive for Ecuador. The Exports of 190 million dollars in 1970 increased to 1.3 billion dollars 1977. The Central Government Budget went from 5000 million of sucres in 1970 to 27 billion in 1977, Gross Domestic Product (GDP) increased from 1 062 million to 13 946 million in the same period (VelasteguĂ, 2004). Unfortunately as Fonseca says, the new income gave rise to an excessive spending by the military governments of that time. At first the new economy helped to pay the English debt that had lasted around 150 years, but at the same time there was a new debt to other international financial institutions like: the International Monetary Fund (IMF), the World Bank, the Paris Club and other foreign Banks (Fonseca, n.d.).We should note that the World Bank had great influence on education, an issue that will be discussed later.
1.2 External Debt According to Fonseca, incomprehensibly in the 80s the International Monetary Fund began to give more money to Ecuador, intervening in the economy (Fonseca, n.d.). It means that new loans were used to pay the old debt but now the country had new debts that increased rapidly. This was one of the most important events that forced to adopt a neoliberal and anti-social economy. In the late 80s, specifically in the year 1987, this new external debt exceeded the Gross Domestic Product (GDP). It was almost unpayable; payments were overdue. To worsen the situation the country was forced to opt for a kind of bond; old bonds were exchanged for new bonds. As
Fonseca defines "foreign debt was a snowball that kept growing". (Fonseca, n.d.) Another factor that contributed to the foreign debt was the decline in oil prices in 1986. Although it had a good price in the 70's, it began to decrease from $ 35.2 in 1980 to 32.5 in 1982 and so on until the year 1986 in which the price was around 14 and 15 dollars (Petrolnews, 2009). Following all these facts, external debt increased 22 times (VelasteguĂ, 2004).
1.3 The new Neoliberal policy Because of the debt that the country was suffering, it began a time of governments with Neoliberal vision. This policy started from the government of Oswaldo Hurtado, after the death of Jaime RoldĂłs who tried to establish a true democracy on the continent that was no possible. According to Oviedo, the new neoliberal policies consisted of a new amendment to the distribution of resources of public spending, tax reform, privatization of public goods, trade liberalization, the opening of foreign investment, and the guarantee private property (Oviedo, 2014). Tor res adds that this situa-
tion was repeated throughout Latin America. What Neoliberalism sought was the minimal state intervention, reduce public spending and increase foreign intervention (Torres, 2002). Neoliberalism was installed in the country quickly, bringing the decline in health investment, insurance workers and one of the main consequences educational decline. (Oviedo, 2014).
CHAPTER 2 REFORMS IN EDUCATION 2.1 Precedents of education
According to Oviedo, at the beginning of the 70s, Ecuador had nine types of secondary schools: schools of fine arts, music, modern humanities, classical humanities, business, commerce, manual arts, agriculture and cattle raising. Class schedules were between 7 am and 4 pm with a teaching of various subjects. In the year of 1977 a reform was originated in which the basic education was compulsory; it consisted of 6 years of primary and three years of secondary (Oviedo, 2014) According to Ossenbach in this decade there was a great influence of educational programs developed by foreigners, in consequence the intervention of teachers and thinkers of the country was decreasing. In the later years and after the military governments, there was an attempt to raise an educational reform for the new age. As a result appeared the reform of 1985 in which it was guaranteed 9 years of basic education and 3 years of high school (Ossenbach, 1999) 2.2 Consequences of the new neoliberal policy
Neoliberal reforms originated a decrease in the government budget for education, from 29.4% in 1980 to 8.9% in 1998. According to Oviedo 20% of basic education was privatized (Oviedo, 2014). Despite the apparent progress in education that was planned, finally the fate of education was different. As we mentioned earlier, International Corporations played a role in education. It is important to conduct a study of institutions such as the World Bank, to demonstrate its importance in neoliberal policies in education and its terrible effects.
As Paladines says, the World Bank and the International Development Bank contributed with $ 249,800,000, these institutions had become
active members of the Ecuadorian education. The ministers of Education had no choice that seeking these loans to consolidate educational projects in 1994 and 1995. However there was a clear corruption, because the budget for the investment of the Ministry in 40 projects was only of 10 million of dollars but the money that was allocated was only of 5 million and the money that served for the execution was only of 1 million and a half dollars (Paladines, 2002). In the mentioned educational projects the technical education has the privilege of being supported, because according to its ideology this kind of education produced so much faster, more skilled and flexible workers. But what actually this system obtained, in the practice, were cheaper labor work and workers that did not enjoy of all the rights. Around 20 private universities entered into the international market. In Quito and Guayaquil each year increased the presence of private schools; even the number of this institutions came equal to the number of fiscal institutions (Paladines, 2002). As we know at this time the neoliberal
government supported the foreign investment, the privatization of educational institutions, and the reduction of public spending on education. Consequently Fiscal institutes could not be sustained, because the Education had been commodified and it was only available to those who have the economic resources. It was clear that in the neoliberal governments there were high economic imbalance, poverty and unemployment. There were
many parents that did not have the resources to give to their children the access to quality education. In all this we must add the crisis that brought dollarization.
CHAPTER 3 CONSEQUENCES OF NEOLIBERAL EDUCATION 3.1 Fragmentation of two social classes.
As Carrión asserts when the government changed the education from the state sector to the private sector, we confronted a serious problem, which promotes fragmentation in the quality of public school and private school (Carrión, 2002). There was a clear difference between economic resources and infrastructure that each institution had. According to Bourdieu the population was segmented. It can be observed that groups with more resources began to detach from groups with fewer resources; because from the primary school anyone could choose the kind of education that could pay, creating better opportunities for this group than for people who could not access a good education (Bourdieu, 1998). Why public school has fewer resources? According Bourdieu the public education system is weakened by neoliberal policies that do not allow public spending, in this case because of the foreign debt. The Quality education is ten times more expensive and therefore the people with less resource classes cannot access to it (Bourdieu, 1998). Even as the newspaper La Hora published that private education is also divided into two parts:
Foreign education to which very few people have access and private education for the people in Ecuador (Diario La Hora, 2001). As Palacios argues, "the education had a capitalist character where the school favors to the advantaged people, and it disfavors to the disadvantaged people” (Palacios, 1999). Given this situation it was necessary to redistribute economic resources in a balanced way and opt for an educational model
like that proposed by Japan where education was popular and available for everyone.
3.2 Education as a business Neoliberal ideology exposes the need to privatize the school and make it what Milton Friedman called a "market". For him education should be like any other market where the person who has the resources can be ligated to it (Friedman & Friedman, 1980). As we can see this commodification brings a new language that impoverishes the concept of education. Garcia makes an analogy by saying that the school is simply a company where the rectors are administrators, teachers are trainers of the raw material, and students are users (GarcĂa, 2012). The school is not considered the
place where students can be formed in values and knowledge, but rather it is considered as a knowledge factory, where people is formed to be competitive in the market. CONCLUSION
In conclusion Neoliberal governments that ruled Ecuador in the last two decades of the 20th century, originated a strong reform in education, raping the rights of citizens to a free and quality education. The education was privatized, commercialized and impoverished. The educational institutions are considered as markets that only serve in benefit of the government. This whole situation arose following the mismanagement of the state budget and the subsequent crisis that the Ecuadorians lived.
REFERENCES
Bourdieu, P. (1998). Capital Cultural, escuela y espacio social, Siglo X X I . Carrión, G. (2002). EL ECUA DOR DEL MAÑA NA.Desde una visión critica al neoliberalismo. eumed.net. La Hora. (2001). Globalización contraria a la diversidad y tradiciones. pp. 3.
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