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La Verneda-Sant Martí Adult School: A Reference for Neighborhood Popular Education


by Adrianna Aubert, Bea Villarejo, Joan Cabré & Tatiana Santos — 2016

Background/Context: The Adult School of La Verneda-Sant Martí, located in Barcelona, Spain, is a reference at the international level because of its trajectory and its contributions to the transformative movement in democratic education. The school was created in 1978 to address the demands of the working-class residents of the La Verneda neighborhood, who needed an adult school that could reverse the lack of academic education of neighborhood adults. This school builds on the precedents of popular education developed by the libertarian movement prior to the Franco dictatorship. Since its beginnings, the school has continuously taught people to read and write, helping adults obtain academic degrees that facilitated their labor insertion or promoted their access to university. The school’s success is confirmed by the current data: It counts approximately 2,000 participants, 5 workers, and 150 volunteers. The key to its success is an effective democratic organization and functioning as well as broad development of activities and an accessible schedule—the school is open Monday through Sunday, from 9 a.m. until 10 p.m.—that meets the real needs of neighborhood residents. The adult participants, together with the teachers and the volunteers, determine and organize the activities that will be conducted in the school.

Purpose: This article analyzes the democratic organization of this school and its relation to libertarian education in the early 20th century in Spain to investigate two research questions. First, what type of democratic organization and functioning is contributing to increasing the educational level and skills of nonacademic adults? Second, how does this organization contribute to the improvement of the quality of life achieved through the La Verneda neighborhood’s movement?

Research Design: The article reviews the literature on libertarian education in Spain and addresses the Adult School of La Verneda-Sant Martí and Schools as Learning Communities. Additionally, other documents related to the history, activities, and functioning of this school and different types of documents about the neighborhood in which it is located are analyzed. Interviews with participants (this is how adult learners refer to themselves) and communicative observations in classrooms, assemblies, and meetings during the school year 2012–2013 were conducted to contrast with the information found in the internal documents of the school. Findings/Results: Besides the documents found on the School foundation that made explicit the libertarian educational ideals, the study identified these principles in the whole evolution and success of the Adult School until the current time. Particularly, we identified three main results: (1) nonacademic adults take part in all of the decision-making processes, therefore, all activities reflect their interests and needs, increasing their educational level and skills; (2) the school is open to the community and has engaged many diverse people as volunteers who contribute to a broad and high-quality education; and (3) the democratic organization of libertarian origins has influence beyond the School walls: a neighborhood movement to improve the quality of life and the transformation of children’s schools into Learning Communities.

Conclusions/Recommendations: This article concludes that the principles present in libertarian education in the early 20th century in Spain have been included in the organization and in the education provided by the Adult School of La Verneda-Sant Martí. These principles are contributing to increasing the educational level and skills of nonacademic adults as well as improving the quality of life achieved through the La Verneda neighborhood’s movement. Future research should focus on how this school model has been transferred to other schools and how it influenced the work of the teachers.



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Cite This Article as: Teachers College Record Volume 118 Number 4, 2016, p. 1-32
http://www.tcrecord.org ID Number: 19362, Date Accessed: 12/18/2017 5:34:31 PM

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About the Author
  • Adrianna Aubert
    University of Barcelona
    E-mail Author
    ADRIANA AUBERT is professor in the Department of Sociological Theory, Philosophy of Law and Methodology of the Social Sciences at the University of Barcelona. She is a member of the Steering Committee of the Horizon 2020 Project SOLIDUS: “Solidarity in European Societies: Empowerment, Social Justice and Citizenship” and WP9 leader on this project. Recently publications: “Amaya: Dialogic Literary Gatherings Evoking Passion for Learning and a Transformation of the Relationships of a Roma Girl With Her Classmates,” Qualitative Inquiry, 21(10), 858–864 (2015); and coauthor of Compartiendo las diferencias en un mismo espacio ¿Comunidad Societal o Patriotismo de la Constitución? Scripta Nova. Revista Electrónica de Geografía y Ciencias Sociales, 17, nº 427 (1), (2013).
  • Bea Villarejo
    University of Barcelona
    E-mail Author
    BEATRIZ VILLAREJO is predoctoral researcher with a Catalonia government fellowship in the Department of Theory and History of Education at the University of Barcelona. Her career as researcher highlights her collaboration in INCLUD-ED: Strategies for Inclusion and Social Cohesion in Europe from Education (FP6). Her research is focused on improving education and preventive socialization of online gender violence and among teenagers, as well as social inclusion and democratic participation of vulnerable groups. She has recently published Flecha, R., & Villarejo, B. Pedagogía crítica: Un acercamiento al derecho real de la educación. Revista Internacional de Educación para la Justicia Social (RIEJS), 4(2), 87–100 (2015).
  • Joan Cabré
    Rovira y Virgili University
    E-mail Author
    JOAN CABRÉ is a postdoctoral researcher in the Department of Pedagogy at the Rovira i Virgili University (URV). His main research interests are social inclusion, communicative methodology of research, and ICT. He is participating in Evaluating the Impact and Outcomes of EU SSH Research (7FP). His recent publications are: Diez, J., & Cabré, J. (2015). Using dialogic talk to teach mathematics: The case of interactive groups. ZDM, 47(7), 1299–1312; and Pulido, C., Elboj, C., Campdepadrós, R., & Cabré, J. (2014). Exclusionary and transformative dimensions: Communicative analysis enhancing solidarity among women to overcome gender violence. Qualitative Inquiry, 20(7), 889–894.
  • Tatiana Santos
    University of Girona
    E-mail Author
    TATIANA SANTOS is an assistant professor in the Department of Business, University of Girona (UdG). Her main areas of research include adult education, community involvement, and the analysis of the factors that promote solidarity as a motor of change and social transformations. Her most recent publications are: Oliver, E., & Santos, T. (2014). Preventive socialization against cyberbullying. Communication & Social Change, 2(1), 87–106; and Santos, T. (2015). Learning communities and overcoming poverty in Brazil. Intangible Capital, 11(3), 334–349.
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