Discussion document for project proposal (last
modified March 21, 2007)
RED EDUCATIVA BOLIVIANA (EUROPA)
BOLIVIAN
EDUCATION NETWORK (EUROPE)
See also
Latin American and Peruvian Education Network (
Resumen - Red Educativa Boliviana (REB) Europa
Summary
- Bolivian Education Network (BEN) Europe<
5. Peruvian and Latin American Networks.
7. Where the learning materials should be
useable?
10.
Family Groups or study groups with members in different countries
11.
Basis for cost effective “open university”
13.
Consultative council of the network
14. Role
of embasies, consulates and cultural centres
15. Role
of European schools in relation to this network
16. Language
Circles. Languages of Bolivia and Europe
18.
Online access to study materials
23. Not
a distance education network
25.
Linking with Departmental and Provincial associations.
26. Trans-university
network and exchange scheme.
27.
Proposed Inter-Library Project.
28. Administration
of Mentor Groups
30.
Formation of group in Bolivia / La Paz
32. Databases
of Bolivianist output.
34.
Note: the infrastructure is for all to use
36. Current
practicalities: Model 2
38.
International infrastructure open to all
39.
Annexe A. Ciberayni: joint production of materials
40.
Annexe B. Peruvian comment on the exodus
41.
Annexe C. Collections – Links to websites
42.
Annexe D. Study scheme - Peru
to the 1960´s
43.
Annexe E. Philosophies behind the project
44.
Annexe F. Historical origins of the project
45.
Annexe G. Funding proposal
Further
information and contact
Resumen - Red Educativa Boliviana (REB) Europa
See below for summary in English
- El
objetivo de
- La literatura, el cine, la música, la poesía, las visitas virtuales a sitios históricos, la televisión, la radio, la cátedras universitarias serían divulgadas vía REB de una forma moderna (mp3, mp4, etc.).
- Los materiales serian preparados en Bolivia, Europa y/o por bolivianistas en otras áreas, y podrían ser desarrollados y distribuidos de forma que fuesen usadas, por ejemplo, en el hogar, en asociaciones culturales, centros comunales, colegios, universidades (en casos donde, de momento, no existan Estudios Bolivianos), embajadas, consulados, lugares de trabajo, por individuos durante por ejemplo durante largos viajes en transporte público, y por otros grupos.
- Padres de familia y asociaciones de bolivianos en Europa jugarían un rol importante en el esquema REB, como también la red de mentores voluntarios y/o tutores pagados.
- Bibliotecas nacionales y museos en la propuesta podrían actuar como fuentes principales de los recursos o como "backup" (respaldo) a los servidores de la red.
- Especiales redes de idiomas reforzarían los lenguajes tradicionales. (Redes en Europa entre por ejemplo Aymará-hablantes, Quechua-hablantes y lenguas habladas en el trópico (oriente) del país).
- Los grupos de aprendizaje del REB tendrían entre sí miembros en el campo y en las ciudades de Bolivia tanto como en Europa, lo que les permitiría un beneficio mutuo.
- Las asociaciones departamentales y provinciales en Bolivia tendrían un distinto rol en el campo educativo. Universidades locales bolivianas podrían ofrecer cursos o cátedras en Europa a un costo razonable.
- En resumen, REB no es un sistema de educación a larga distancia, más bien, es un sistema de acceso a materiales de aprendizaje en varios formas (media) a través de tutores locales.
For further
details, see the project proposal document on the following pages or click www.geocities.com/rededucativa
Summary
- Bolivian Education Network (BEN) >Europe
For Spanish see above
- The objective of the Bolivian
Education Network (BEN-Europe) is to increase educational opportunities
for Bolivians and their families
in
- Film, narrative, music, poetry,
webcam visits to historic sites, TV and radio, university lectures would
be downloadable via BEN in contemporary
formats (mp3, mp4, etc).
- The materials are to be
prepared in Bolivia, Europe and/or by Bolivianists in other areas, and
should be so developed and distributed that they are useable in, for example: the home; cultural
associations; community centres; school and college (extra-curriculum);
embassies and consulates; university (in cases where currently there are
no Bolivian studies); workplace; other groups or environments and by
individuals in otherwise “unused” time: e.g. on public transport.
- Parents
and cultural associations in
- National libraries and museums,
in the proposal, would act as a
principal source of media and as backup to the networks servers.
- Special language networks in Europe will reinforce
- “Family
and friends” learning groups will link BEN members in the countryside and cities of
- There will be new educational role
for departmental and
provincial associations, who would
act as intermediaries and benefit from new low-cost learning centres. Local universities in
- BEN is not distance education but distance access to learning materials in various media with
local mentoring (tutoring), plus a dynamic system for feeding back into
the network quality materials developed by study groups. In a nutshell BEN
will offer (a) connections
to collections and provide
(b) a system for organising
tutoring or mentoring (extra-curricular education).
For further
details, see the project proposal document on the following pages or click www.geocities.com/rededucativa.
1.
For whom?
1)
The
network will bring together Bolivian and European entities concerned with
increasing educational opportunity for Bolivians in
2)
Would
also have beneficial feedback for the Bolivian education system.
3)
Europeans
in Bolivia an others
interested in Bolivia (see 4), would also benefit.
2.
Collections.
The
network, which is the subject of this proposal, would archive and make
accessible - in cooperation with authors, producers, the National Library,
universities, radio, TV, film and others – “collections of media” which will be
of use to the further, mainly extra-curricular education of Bolivians in Europe
and others (see 1).
3.
Connections
The network´s main job is to connect students to the
collections and provide good “educational communication” between the learner
and the collections.
4. Interest to others.
The
documents / media / materials will be of
further use to others who are interested, or have interests, in Bolivia:
voluntary organisations, Bolivianists, diplomats, business people, tourists,
students and so on. Education materials could
be ‘repurposed’ for the Bolivian education system (BES)
5.
Peruvian and Latin American Networks.
The network
is being developed in parallel with a PERUVIAN EDUCATION NETWORK (Europe) as
part of a proposed LATIN AMERICAN EDUCATION NETWORK (Europe). It is hoped that
network of bi-lingual volunteers in Bolivia and Europe will enable the network
to prepare materials for most of the various language areas / countries of
Europe. Why just Europe? Other regions would be welcome to make use of the
network.
6. What would be developed?
The initial
developments, as proposed, are in the areas of: authors’ recordings (sound
files (mp3)) with associated text (htm) accessible through webpages; an
introduction to Bolivia and / through its cinema (using mp4 film clips / DVD
movies); mp4 slide shows; downloadable music, radio and TV programmes; links to
education material on other sites, and so on. The collections of materials will
be open. They can be added to by anyone with access to internet. The donation
of text, film and audio-files will be gratefully acknowledged and the materials
(usually in digitised form) will be protected by – it is proposed – deposit in
a back-up library, such as the National Libraries of relevant countries.
7.
Where the learning materials should be useable?
The
materials are to be prepared in Bolivia, Europe and/or by Bolivianists in other
areas, and should be so developed and distributed that they are useable in for
example:
(1)
The
home
(2)
Cultural
associations
(3)
Community
centres
(4)
School
and college (extra-curriculum)
(5)
Embassies
and consulates
(6)
University
(in cases where currently there are no Bolivian studies)
(7)
Workplace
(8)
Other
groups or environments and by individuals in otherwise “blank” time: e.g. on
public transport, in the car.
8.
Study Groups and Circles.
The
network, which is the subject of this proposal, would encourage the formation
of study groups guided by paid tutors or volunteer mentors. The study groups
would be set up, in the first instance,
by Bolivians and their families, consulates, Bolivian and Latin American
cultural association in Europe and could be extended to include relatives and
friends in both rural (where ever there is email) and urban Bolivia. Networks
of tutors, mentors, librarians, rapporteurs would be
developed to service the study groups or circles.
9.
Getting started
Whilst the
network – on a voluntary free-labour basis – is getting the webpages
up and running it would be feasible to start up, in parallel, some trial study
groups.
(1)
Make
up a small group
(2)
Choose
a mentor if a paid tutor is not available. The mentor leads the academic
discussion / or just chivvies it along. There could be one mentor for each
topic (or group of topics) or one for the whole course. Mentors would be sent
more detailed study and guidance materials than other group members.
(3)
Choose
the “librarian” (the only member who definitely needs good internet / broadband
access to BEN). In small groups the mentor and the librarian can be the same
person, though it is envisaged that the best person to act as mentor does not
necessarily have good or convenient access to internet.
(4)
Send
email addresses of group members to BEN. Where a group member does not have an
email address – or does not / cannot use
it regularly – materials will be sent to the librarian.
(5)
The
group agrees a learning schedule with BEN and effectively becomes part of BEN.
(6)
BEN
will send each member the study materials for the next week - or the period
between topics agreed in (5). Extra support material will be sent to the librarian
and mentor. The librarian will be archiving this and materials generated by the
group; helping to sort out glitches in the distribution of materials to
members; helping to expand the collections of study materials for BEN.
(7)
Queries
and responses to interactive material can generally / may be answered by additional
material supplied to mentors or may have to be forwarded to a more specialized
advisor. Where these queries are of general interest they will be circulated to
other groups for their discussion or will be sent to a topic-specialist for
consideration.
(8)
Mentors
and librarians share materials generated by groups with others over the BEN
website. This will be more difficult to implement but is of the essence for
knowledge sharing.
(9)
New,
specialist and extra contributions can be recorded in multimedia format (mp3 or
mp4 files, for example). Rapporteurs for each group can help the mentor and the
librarian to get these important materials onto the BEN database.
10. Family Groups or study groups
with members in different countries
Although it
is envisaged that most study groups will form around a theme or topic based on
the use of particular collections, there is scope for the formation of
“extended family” study groups. [See the concept of the “remigration cultural
archipelago” in the theoretical annexe. See also
topics international ayllu and clan]. Depending on the availability of internet
in rural locations (and only the mentor or “librarian” of the group needs
access), it should shortly be possible to establish tutor groups with members
in different countries, e.g. grandparents in a rural village, parents in
11. Basis for cost effective “open
university”
The
tutorial and mentor group system would be incorporated into the proposals for a
Bolivian and Peruvian Open University, based on the revised plans for the
Universidad Andina Internacional submitted to CONAFU-Peru (initially) in 1996
and revised in 2000. The infrastructure of BEN and other collaborating Latin
American education networks would be used to support the dissemination of
courses from Bolivian universities.
12. Summary so far
The scheme
is not distance education but distance access to learning materials in various
media with local mentoring (tutoring), plus a dynamic system for feeding back
into the network quality materials developed by study groups. The learning
scheme is designed for: (1) Bolivians and Bolivianists in Europe; (2) Others in
Europe interested (or with interests) in Bolivia; (3) May also be of interest
to many in Bolivia and particularly to the extended families in Bolivia of
Euro-Bolivians. In general The Bolivian(ist) Education Network (BEN), the
subject of this proposal, seeks to facilitate (1) access to (and the production
and distribution of) learning materials for different learning environments
(situations) and provide (2) a system for organising tutoring or mentoring (extra-curricular education)
13. Consultative council of the
network
It is
proposed that the consultative council of the network include representatives
from the users and providers – universities*, libraries, community
associations, consular services and other groups / institutions concerned with
the education / well-being of Bolivians and Bolivianists in Europe. (*teachers
of Latin American and Bolivian studies and teachers of European studies in
Bolivia). The Council would initially meet “virtually” but provision would be
made for meeting in a place, using a system of delegates. Each language area
would probably need a sub-council.
The council
can be called on to advise the executive of the network which at present
consists of a programmer, a producer, a
coordinator and (provision for) the chair of the network council
14. Role of embasies, consulates
and cultural centres
Under discussion.
15. Role of European schools in
relation to this network
Under discussion.
16. Language Circles. Languages of Bolivia
and Europe
The
objective of the network would be to develop European learning groups in all
European languages (where the availability of voluntary translators permits)
and in the Bolivian languages including Aymara, Quechua and the languages of
17. Infrastructure
The network
focuses on providing infrastructure (mainly software and databases) for members
(Bolivian(ist)s, students and others . . ) in order that they
may
(1) contribute to
“collections” of documents, sound & film archives and other learning
materials for study groups throughout
(2) draw up “a la carte” study schemes in
particular fields of Bolivian and Euro-Bolivian studies. Note 1. (mainly for tutors and mentors).
(3) join lists of qualified and experienced
tutors.
(4) join lists of voluntary mentors or
group-leaders.
(5) manage and administer their courses and
groups
Note 1.
Bolivian history, literature, cultural studies, European-Bolivian heritage
studies, Bolivian development, Bolivian languages, European-Bolivian
technological studies
18. Online access to study
materials
As users of
Internet and Google are aware online access in many areas has improved in
recent years. At the same time access to many learned journals is barred to
those without JStor and Athens passwords. These are difficult to obtain if you
are not in a subscribing university. Many* Bolivian universities do not have
subscriptions. Some/many books out-of-copyright (>75 years old) are now
digitised and relevant extracts or the whole book can be downloaded. Almost
all* in-print and in-copyright books (in English) can now be bought online (at
a price). Out-of-print and in-copyright books are still a problem but there is
a project for their monetisation (down-loadable at a price).
* Check the
facts – let the network know your experience.
Catalogues
of relevant websites are available. Of
particular note is the Bolivian section of Latin American Network Information
Centre (LANIC): http://www1.lanic.utexas.edu/la/sa/bolivia/
LAOAP: Providing Access to Latin American Grey Literature - will prove an
increasingly important resource: http://lanic.utexas.edu/project/laoap/
Catalogues of links: LANIC, the Latin American Network
Information Centre *general page| REDIAL (Latin American documents) | LAB
(European gateway/search) | Copac (research libraries catalogue) | other libraries | Telnet | IHEAL | list of useful sites re Latin America (French) | ILAS (note: not all links take you
to real content. Try open access journals if the sources you require are
locked up in a library you do not have access to or is the other side of
19. Open collections
BEN / REB
is the first attempt – it is believed – to provide collections, not selected
anthologies for each topic. As the collections are open, one book may appear in
many collections. Many collections will be expanding. As the network does not
set out a prescribed cannon (required list) it will be up to the tutors,
mentors and students to select from the collection for each topic. So for the
guidance of tutors, in the collection database it will be desireable to include
links to critical reviews, associated webpages, and data on whether the
document is peer reviewed, its status (draft, published, etc), its academic
level, etc. The network cannot do this itself for all entries but will set up a
webpage for users to contribute the knowledge they have. Authors are encouraged
to contribute documents to collections. Documents will remain on the network
server and (once drafts have been corrected) will also be deposited in the National
Library and/or backup library for safe keeping.
20. Courses
BEN does
not do courses. BEN is there to help you (as mentors and students) design and set-up
your own course. BEN would supply a “reading list” topic by topic and indicate
whether a document is available online. Once you or your tutor / mentor have
indicated to BEN which topics and documents / sound files you would like to
study, the centre will send you the materials according to a schedule which,
again, you dictate. If you prefer to study as an individual student that is
also fine.
See Annexe D - Peruvian Education Network (PEN):
21. For consultation
This
document includes proposals for the development for an education network,
directed, in the first instance, towards the children of Bolivians in Europe.
The network also may be of interest to many other groups, for example those
visiting
Other examples
of the use to which the infrastructure of an education network might be put –
developed further in the second part - is an interuniversity programme for
staff and student exchanges and a tutoring – mentoring system for Latin
Americans / Bolivianists in Europe making use of a multimedia “public library”
of education materials.
22. Wider context
The
“Bolivianist” network is seen as part of a wider context: a Latin American
network and as facilitating regional, decentralised networks e.g. a Beni
education network or a Pando education network. It is hoped that experience in
developing the Bolivian network will be useful to those developing the wider
and also the more focused networks.
Latin American Education Network
BOLIVIAN EDUCATION NETWORK (EUROPE)
Peruvian
Education Network
Beni Education Network
Pando
Education Network . . . . . .
23. Not a distance education
network
The Bolivianist Education Network (BEN), the subject of this
proposal, seeks to provide (1) access to learning materials for different
learning environments (situations) and (2) a system for organising tutoring or
mentoring. For example in See section “Where the learning materials should be
useable” The evidence is that – except for some individuals – “distance
education” is a poor alternative to that of having a knowledgeable tutor
relating well to a reasonably small group of students. So an education scheme
worth its salt must include a system for “mentoring” or providing tutors. The
broad infrastructure for the network is considered first, followed by a sample
“module”.
24. Infrastructure
(notes to
guide the construction of the BEN
website)
Consultation
list and forum webpage.
[Webpages
for the management of various lists: the consultation list (this list); plenary
membership; membership and distribution lists for mentors and tutors; threaded
discussion sites and/or forum webpages; segments within the overall European
site with respect to each of the operating languages]
The
infrastructure we have at the moment is an Emailed consultation list. The list is presently on a yahoo server. The development of this (English language)
document uses Ireland, UK and Malta categories. At the same time it is hoped to
provide French and Italian documents, with translations, where necessary, into
Spanish / English (the European common languages for the purpose of the net).
If you would like your institution to be added to the list please do so via the
consultation – forum webpage / pending implementation write to the coordinator.
All
Bolivian associations in “English language countries” of Europe are/ should be
included in this subnet (again please write in with details of “missing”
associations).
25. Linking
with Departmental and Provincial associations.
[Interactive
webpages to link diaspora groups, the “root” districts and relevant provincial
associations. The concept views the migration from a particular zone of root
culture - towards a capital city and then internationally - as a process of formation of “archipiélagos culturales” ]
Subnet to
link local university courses in the provinces of
26. Trans-university network and
exchange scheme.
[Webpages
to facilitate exchanges and visits by students and academic staff; joint
research projects; consultation on curriculum development].
A trans- or
inter- university network is seen as the “academic backbone” of BEN. On the
“exchange webpages” universities in Bolivia and Europe would list details of
courses open to overseas students together with costs, entrance and visa
requirements. The software would attempt to “mate” courses with student
demand. Faculty staff exchanges would be
facilitated by virtual faculties covering academic subject areas (fields) of
mutual interest. The project would develop faculty and then student cooperation
Bolivia-Europe, particularly in the elaboration of anthologies for the purposes
of BEN.
27. Proposed Inter-Library
Project.
The
operation of BEN would encourage the development of technical and academic
cooperation between the national libraries of
28. Administration of Mentor
If you have
experience of education software for the administration of courses and tutorial
groups which might be applicable to our types of courses and materials (for
example, the problem of disemination over a wide geographical area, in this
case Europe) please let the network know.
29. Ownership.
BEN
currently is a network not a legal association (persona juridica). It has no
property other than a domain name and website held effectively in trust for the
network. Academic materials generated, once published, are in the public domain
and deposited in an online public library (see #2 in proposed inter-library
project above). Most members of the consultative network of BEN are “persona juridical”.
30. Formation of group in Bolivia
/ La Paz
A group
with Euro/Bolivian representatives from each of the language areas in Europe is
being formed in
31. Same
language networks.
The design
of the website and constituent pages should be such as to encourage the use,
where feasible, of the “lesser used” languages of Bolivia and Europe. BEN
offers the real possibility of linking, for example, Aymara and Quechua,. . . . speakers throughout
Europe.
32. Databases of Bolivianist output.
It should
be feasible now to build a joint database of the academic output of European
Bolivianists, but on a country by country basis. For this and other purposes we
need an online database facility (input and output) fit for the purpose.
33. Other key
webpages.
Other
important web pages that we should be designing shortly would include those
for: membership access including all categories of “Bolivianists”; mentor
administration for the organization of mentor/tutor groups; mobilizing
volunteer interpreters and visiting-specialists hosting; iterative
knowledge-relay administration to encourage cultural associations to contribute
to the provision of learning materials; a basic-knowledge base / reference
grid; a public “grid” for advanced knowledge materials and courses; a page for
access to language glossaries and other learning tools.
34. Note: the infrastructure is
for all to use
The
infrastructure is for any individual or organization – for example, authors,
universities or cultural associations - to use as a platform for disseminating
their work or as a means for organising tutorial and/or mentor groups. Sample
module: See Annexe.
Although
BEN is a platform, archiving and mentoring organisation for others to use (in
order, for example, to develop content), it is envisaged that it could itself
elaborate certain foundation or “pre-requisite” courses (necessary to
understand the “more advanced” courses). The following is included so that we
have some course material to trial the “voluntary” mentoring system.
35. Long-term ideal: Model 1
The
long-term objective of the network is to provide extensive collections,
accessible by topic / subject / author etc. and available on line from secure
servers. There should also be some guidance as to the level of difficulty of
the contents and the degree of peer-reviewing, etc. Mentors and group members
could then decide their own syllabuses, reading, viewing and schedules.
Alternatively
perhaps there is some advantage in having a core number of topics (as in the
schedule below) which can be followed and discussed by mentor groups, wherever
– and effectively whenever – they are participating. Or the two methods or
models can be mixed.
36. Current practicalities: Model 2
Where
possible and after obtaining copyright permission, educational materials will
be distributed via internet.
Where
printed anthologies / collections are available most students prefer reading
from the printed page than from the screen, so we recommend that mentor groups
purchase the published book, even if online sources are available.
37. Proposed schedule
Proposed
schedule - for joint study across Europe (materials in Spanish and English +
national or regional language when available) - of a selection of Bolivian
writers and a “sampling” of Bolivian history from the first urban
civilisations.
The
Bolivian Education Network (BEN) proposes to disseminate:
a)
Narrative
- recordings of Bolivian authors reading ffrom their works; dissemination via
mp3 audio files; archiving of associated text.
b)
Film
– introduction to the most acclaimed Bolivian cinema; dissemination of clips via
mp4 video and *.avi files and feature films via local
lending of DVDs.
c)
Music
– distribution of annotated music files from Bolivian composers and performers
via mp3 audio files.
38. International infrastructure
open to all
The
Bolivian Education Network is not designed as a new or separate association but
as “international infrastructure” (a public highway) open to all. The network
welcomes the closest possible cooperation and collaboration with other
Bolivianist and Latin Americanist organisations (see, for example, proposals
for a Peruvian Education Network). Although prepared
for Bolivia/Europe, it is thought that the infrastructure (the internet webpages) and the content (the archives) will be of
interest to many worldwide.
ANNEXES
39. Annexe A. Ciberayni: joint production of materials
Users of
the network (readers / viewers) are invited to contribute any of their works to
the network, to write new materials or help edit or upgrade existing pages.
Text and multimedia input on the following topics are particularly welcome at
this stage of the infrastructure’s development.
(1)
Introductory
topics
(2)
Tailored
introduction for different profiles
a) Bolivian students/ participants in
b) Members of Bolivia support
organisations in Europe (not necessarily Bolivian).
c) Other groups on demand.
The network also invites contributions on the
following themes or topics (Please add any you feel should be included in the Introduction):
(1) Who and/or what are Bolivianists?
(2) Language, writing and communications
prior to 1532.
(3) Why the network favours original
works.
(4) Caveat Lector - evaluating online materials.
(5) The beginnings of urban
civilisation?
(6) The first regional expansion?
(7) European-Bolivian Heritage as
education for a multi-heritage society.
(8) The Languages of Bolivia
(9) Micro-regional history and
development, linked to the Departmental and Provincial “virtual associations”.
40. Annexe B. Peruvian comment on the exodus
“How can they say that our main exports are
raw materials (minerals etc)? (More than 300 thousand Peruvians emigrate each
year)”. By the Peruvian cartoonist Carlin in
41. Annexe C. Collections – Links to websites
·
Asociación de Estudios Bolivianos
·
Centro
Boliviano de Estudios Multidisciplinarios
·
La Coca en la Historia de Bolivia By Magdalena Cajias
de
·
Historia de Bolivia Solo Bolivia
·
Lista de Institutos y Centros de
Investigación por Sistema Universitario Boliviano Universidad Católica Boliviana San Pablo Carrera de
Filosofía y Letras
42. Annexe D. Study scheme - Peru
See table
below.
43. Annexe E. Philosophies behind the project
Not
included in this document but available during the April 2007 Santiago
Conference of Peruvianists.
44. Annexe F. Historical origins of the project
Not
included in this document but available during the April 2007 Santiago
Conference of Peruvianists
45. Annexe G. Funding proposal
Short term:
No external funding. Preparation using volunteer specialists.
Long term:
Under discussion with potential funding agencies.
|
Peruvian
Education Network (PEN)
|
|||
|
Title
/ Topic |
Author |
|
Reference |
Introduction
to PEN and this schedule. |
Introductory
team. |
|
Emailed
(Tailored to student profile – see below) |
|
The
Huarochirí Manuscript |
Anonymous
|
|
PR
29 + Email |
|
Officials
and Messengers |
Guamán Poma de Ayala |
|
PR
75+ Email |
|
The
origins of the Incas |
Garcilaso de la Vega |
|
PR
49+ Email |
|
In
defense of the Indians |
Bartolomé de las Casas |
|
PR
107+ Email |
|
Friar
Martin´s Mice |
Ricardo Palma |
|
PR 142+ Email |
|
The
rebellion of Tupac Amaru |
Alberto Flores Galindo |
|
PR
147+ Email |
|
Priests,
Indians, Soldiers and Heroes |
Manuel González Prada |
|
PR
187+ Email |
|
Women
of |
Flora Tristán |
|
PR 195+ Email |
|
Tempest
in the |
Luis Valcárcel |
|
PR 219+ Email |
|
Reflections |
José Carlos Mariátegui |
|
PR
228+ Email |
|
Human
Poems |
César Vallejo |
|
PR 234+ Email |
|
The
Pongo´s Dream |
José María Arguedas |
|
PR
258+ Email |
|
Liberation
Theology |
Gustavo Gutiérrez |
|
PR 293+ Email |
|
Featherless
Vultures |
Julio
Ramón Ribeyro |
|
PR
281+ Email |
|
A
World for Julius |
Alfredo Bryce Echenique |
|
PR
297+ Email |
|
Conversation
in the Cathedral |
Mario Vargas Llosa |
|
PR
487+ Email |
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
To
be inserted by mentor / group |
Additional
reference |
|
|
|
PR:
The |
|||
Further
information and contact
See www.geocities.com/rededucativa
http://www.geocities.com/rededucativa/coordinator.htm
__________________________________________________________________________