Latin America Adult Education Council (CEAAL)

Wednesday 21 March 2012

Contact Information:
Street: Vía Cincuentenario No. 84B, Coco del Mar
Corregimiento de San Francisco, Panamá

Telephone: (507) 270-1084 / (507) 270-1085

Fax: (507) 270-1084 / (507) 270-1085

Mail box: Apdo. 0831-00817

E-mail: info@ceaal.org

Contact: Celina Valadez

Contact e-mail: celinavaladez@yahoo.com

Emergence: Its origins date back to 1978 within the framework of social movement expansion and of the positions on education at international level and in particular on the popular education in Latin America. In 1980, in the dynamism of the World Conference on Education for All, held in Jomtien, Thailand the need to have a Latin American network that strengthen the educational action from the civil society was stated. In 1982 the creation of the CEAAL is formalized.
It was founded by a group of educators distributed in several countries. Among the most important ones we could mention Paulo Freire, Orlando Fals Borda, Francisco Vio Grossi, Arlés Caruso, Francisco Gutiérrez, Carlos Rodríguez Brandao, Moema Viezer, among others. At a given time it responded to the necessity of strengthening the articulation of popular education in Latin America, to the intention of producing pertinent knowledge for social movements and to the juncture of impacting in the debate on educational policies at international level.

The main changes registered in the history of CEAAL have diverse emphasis and motivations, some interns to strengthen the operation of the network, other external ones that demanded adaptations to the approaches and programs. Next we mention the main changes to strengthen the operation of the network:
1987: With the holding of the first continental assembly the collective conduction of the network is strengthened and the general assembly of affiliated Centers is defined as the maximum instance of decision making and definition of the main orientations of the network.

1990: regions are designed as formal instances of organization as a way to involved more directly the affiliated members within the general process of CEAAL.

1997: the procedure of directive election is reformed to open the possibility of a greater electoral competition and to offer more room to the diverse leadership levels of CEAAL. It is also decided that the general secretariat (that since the very beginning of CEAAL was settled in Santiago de Chile) will be itinerant depending on the country in which lives the person elected for this responsibility.

There has also been a generational change and at present the main responsibilities inside CEAAL are in the hands of persons that were formed with the founder members.

Changes to adapt approaches and programs:
1994: a process of intellectual revision of the new challenges and statements by the popular education is started, known as “refoundation process”, within the framework of changes that since the beginning of the 90s were experienced in the world and under the predominance of neo-liberalism and of the so-called “unique thought” that denied the possibilities of alternative and utopian thoughts of social change.

1997: CEAAL opens up to bigger bond with multilateral bodies to foster international positions that affirmed the central character of education in the debates on development models. In particular with UNESCO a bigger cooperation and combined work have been developed. This dynamics on the one hand it projects CEAAL into the spaces of international debate and on the other it demands the development of positions to impact in public policies.

2000: CEAAL prioritizes four lines of incidence stressing its educational profile, which of being a continental NGO network that has a contribution in the debate about the boom of the civil society and the service to the local empowering processes of social organizations and democratic governments.

2004: in the Sixth General Assembly held in Recife, Brazil, guidelines the emanated express a great expectation as for the strengthening of the internal dynamics of CEAAL. To be more specific a bigger involvement of the affiliated members is something desired for in the development of diverse activities. The strengthening of the regions promoted a bigger incidence in the area of the general process of CEAAL, acknowledging the possibilities to decentralize the budget and of dedicating larger resources to the operation of the regions. The most productive and systematic operation of the direction council and of the decision making process.

Description: CEAAL is an association formed by 195 civil organizations, created in 1982, comprising 21 countries from Latin America and the Caribbean. Its affiliate members develop education activities in multiple fields of the social development and with multiple social subjects. They form part of what could be called as the trend of popular education in Latin America and one of the dynamic poles of the civil society in Latin America.

They form a series of experiences, capacities and potentialities expressing an active wealth in each country, which could be strengthened with a dynamic of Latin American contributions. At present there are 21 national collectives, 6 regional collectives (Andean, Southern Cone, Central America, Caribbean, Mexico and Brazil), three thematic networks (Popular Education Network among Women, Education and Local Power Network, Education for Peace and Human Rights Network). The work group on education policies and Latin American Program in support of systematization.

Objectives:
- To strengthen the capacities and the integral formation of popular educators, so that they can exert an impact in the action of people, groups and social movements, in the diverse environments of their educational activity, in the promotion of socio-cultural liberating processes and in the elaboration of agendas and public policies in favor of the democratic transformation of our societies and the conquest of peace and rights. - To deepen systematizing processes and political, ethics and pedagogic reflection of the practices of popular educators, contributing to the articulation of their work, their knowledge production and their formative processes, with the action of people, groups and social movements and citizens of the region.
- To strengthen the institutional character and the power of CEAAL and of its members in their capacities of leadership, management of resources, evaluation and articulation of initiatives.
- To impact in the drafting and pursuit of agendas, public policies and projects establishing strategic alliances with other actors and to conquer spaces and a significant presence in the local, national and international environments.

The strategic Programmatic central points of CEAAL for the period 2005-2008 are:

Central Point 1: Contribution by CEAAL and by Popular Education to the construction of emancipation paradigms.
This central point appears as the main articulating central point. The intention is to link the specific debate on popular education with the wider debate around new paradigms for justice, democracy, social inclusion and a more equal and more democratic international order. The development of this line is oriented to motivate the political and pedagogic debate inside the CEAAL, in dialogue with other instances of the society, to recognize the practices and speeches on popular education in Latin America and the Caribbean, in dialogue with the actual positions on new paradigms within social sciences. This debate looks for, on the one hand, to systematize relevant practices of affiliated Centers and, for the other, to generate learning and debate spaces on the orientation of those practices.

Central Point 2: The Practices of Popular Education in the Action of Social Movements.
Creating a linkage with Social Movements, proposals, systematization, integrality, the educational specific thing. To contribute to the generating of democratic processes, political culture, methods, styles and values of the political action. This line places us in the environment of the debates on the civil society and of the strengthening processes of the social and civil organization incidence. Being CEAAL a net of NGOs committed with the construction of civil society articulations, we emphasize the analysis on the role played by NGOs and the challenges both of their institutional sustainability and of their projection as a political actor, in consonance with the historical relationship of service and support with social movements and popular organizations.

Central Point 3: Popular Education and Incidence in Educational Policies.
To understand education as part and parcel of human rights and articulated with economic, social and cultural rights. To impact in the education projection as a lifetime right, as a means to form critical, active fellows that contribute to the social change; going from the follow-up to the Dakar agreements to adult education and literacy policies, through the different articulations of CEAAL. Incidence in the promotion of the Right to Education and to Educational Policies for Young and Adult People. Valuing the importance of education in the current debate on the social development and the cumulative of CEAAL in this field, this line highlights the contribution that we seek to build both to the follow-up of international conferences on education as well as to the strengthening of national coalitions to impact on educational policies.

Central Point 4: Popular Education and Elimination of all forms of Discrimination.
It outlines four substantive contents: 1. Paradigm of human rights. 2. To recognize human diversity. 3. Gender-related equity: non sexist Education. 4. Ethnic and cultural equity.

Central Point 5: Popular Education, Participatory Democracy and New Relationship Government-Society.
Incorporation of a perspective according to which Popular Education makes contributions to the debate and to the generation of proposals around civic participation, democratic management, development of inclusion policies in coincidence with processes of democratic-nature government management. Empowering of popular and citizen organizations and of social movements. Creation of capacities for Local Power. Since the General Assembly of 1994, CEAAL generated a working line and a network on popular education and local power. In recent years we have been witness of the growing importance of this topic and of the multiplication of spaces to make it work. CEAAL has created a vision and a methodological conception which it wants to project even more on this ground and thus the definition of this line as high-priority element for these years. Our emphasis is placed on the problematic aspects of the topic of local development from the empowerment perspective of popular organizations and of the democratic governments for the construction of local power, what expands the approach to multi-actor and multi-dimensional dynamics.

Central Point 6: Management and Institutional Development of CEAAL.
This line is in charge of the construction tasks of CEAAL as an Association of NGOs, on its institutional dynamics and the co-responsible participation of its affiliated members and of several organizative levels.

Traverse central points.
It defines two traverse central points that intend to be reflected in each one of these lines: the line of equity between genders and the line of the promotion of human rights.

Two of the first thematic networks that CEAAL fostered since its origins were in fact the Popular Education Network among Women (REPEM) and the Education for Peace and Human rights Network, which have had a consistent development with a growing projection. Besides supporting the dynamism and action of these networks, CEAAL wants to incorporate both approaches and dimensions in its diverse action lines and in its own institutional development. For that it as defined its traverse features and the self-demand of defining its importance in specific activities and in approaches of institutional strengthening.

Results:
- Andean Seminar “Public policies on education and incidence of civil society”, 9-10 November, La Paz, Bolivia.
- Central American Forum on the incidence of civil society in public educational policies, 25-26 October, San Salvador, El Salvador.
- Post graduate study to train leaders of civil organizations, June 2001 to May 2002, Ciudad de México.
- Seminar: "The challenges of civil organizations in the six year period of Vicente Fox", 24-25 June 2001, Ciudad de México.
- Creation of a table of concertation of NGOs in Latin America, 20-22 November 2000, Rio de Janeiro.
- Seminar-workshop Institutionalization of Civil Participation, 27-29 September, Ciudad de México.
- Fourth Consultative Forum of the Urban Management Program for Latin America and the Caribbean (PGU-ALC), 15 - 16 October, Quito, Ecuador.
- Collective consultation by UNESCO with NGOs on “Education for All”.
- Education for All.
- World Education Forum.
- Publications: Education for Young and Adult Peoples in Latin America and the Caribbean. Action priorities on the 21st Century.
- Dialogue Paulo Freire - Edgar Morín 26-27 November, Guadalajara, Mexico.
- National Meeting of Promoters of Local Development 26-29 November, Ciudad de México.
- Seminar "Paulo Freire". 30 October - 1º.November, Montevideo, Uruguay.
- Systematization of training experiences of promoters and social leaders, September to December 2001, Mexico.

The achievements of CEAAL regarding the operation of the Network are:

  • The structure and the democratic operation of the network has been strengthened , affirming the role of the direction committee as collective level, representative of the general assembly and of the diverse instances that conform CEAAL.
  • The bond with affiliated Centers has been strengthened through national meetings of popular education that allow to affirm and to expand the impact and the connectivity in each country, and at the same time the annual workshops in each one of the six regions which facilitates to collect the statements from each country and at the same time generating reflections at a continental level.
  • Advance has been attained in granting priority to strategies and actions which has allowed a better use of the resources.



As for the social and politics incidence:

  • The debate on the popular education in Latin America has been updated and its systematizing as a formulation process of statements and alternative speeches to the “unique thought.”
  • It has been a contribution to the systematizing of experiences and to the visibility of relevant practices for the strengthening of the civil society as well as of local democratic governments.
  • Influence has been exerted on the orientation of the speech by the international community on education in a wide and emancipating sense, especially in the Latin American region where, together with UNESCO a process was generated that influenced on different governments around the education policies with young and mature people.
  • A new framework of thought and practices has been favored in the relationship government-civil society, facilitating meeting, exchange and dialogue between civil organizations and the governments of the region, in particular in the educational environment, in which we have achieved a bigger approach and interaction among the so-called formal and not formal education.
  • Contribution has been made to the strengthening of international initiatives which favor the construction of alternative and proposals of an inclusive and humanizing globalization, such as the case of the World Social Forum and other national expressions of the civil society.
  • Contribution has been made to the strengthening of the articulation of regional and national NGO networks in Latin America and the Caribbean.
  • The approach and the methodologies for the equity among genders with logic of affirmative actions towards the role of women have been affirmed inside CEAAL and toward other spaces and social and political actors.
  • Contribution has been made to the strengthening of networks and the knowledge about local power in our countries and to capacity formation of governments and local organizations.
  • Incidence has been made on the UN policies to promote human rights education.



The creation of an inter-American space of intergovernmental and not government institution networks to strengthen the action of civic diplomacy at international level, with special emphasis in the promotion of policies and programs for the peaceful resolution of the conflicts in the framework of political boom of preventive war policies damaging self-determination.

Regularly organized congresses
NOTE: Former ’Structure’:
- General Assembly, top decision making level meeting every four years.
- Board of Directors, formed by coordinators of the networks and regions.
- Executive Committee, elected by direct voting at the General Assembly formed by a Presidency, a General Secretariat and a Treasury.
- A Prosecution elected in the Assembly. Organized in a regional way: Andean Region, Brazil, Caribbean Region, Central American Region, Southern Cone Region and Mexico Region. It has three thematic networks and two working groups: Popular Education Network among Women; Educational and Local Power Network; Network of Education for Peace and Human Rights; Working groups on Illiteracy and Basic Education and Systematization Program.

Year in which created: 1982

Web Description: It offers information on the institution and its members, objectives and action lines. Structured by themes (political incidence of the civil society, strengthening of the local power in Latin America, incidence on education policies, new paradigms and popular education), it details its activities and that of its members. It keeps a description of its organization chart and elected positions and allows the access to produced documents by CEAAL, its assemblies, meetings and calls.

Sections:
- Start; Who are we?; Affiliates; Actions; Publications; Links; Contact Us; Gallery.
- Paulo Freire; Work groups; Recommend us.
- La Carta CEAAL; La Piragua (Latin American magazine on education and politics); Debates; Videoteca; Publications; Literacy Bag.

Languages: Spanish

Descriptors: Social sciences, Development, Education, Adult education, Development education, FIDC, First Forum, Fourth Forum, Local power, Civil society, Fifth Forum.

Scenarios: International

Action Line: Los proyectos de CEAAL projects are placed within the field of education and knowledge and practices strengthening of the civil society organizations. Given the fact that it is an NGO continental network projects are aimed at the fostering of experience exchanges, generation of proper knowledge, systematization of experiences and drafting of statements and proposals which will strengthen the action of civil society organizations, a deepening in democratic practices in the countries and the incidence possibilities on public policies, in particular education policies.

Geographical areas of action:
- National (urban – rural).
- Regional.
- Continental.

Benefitial social sectors:
Directly with NGOs which at the same time, on its respective countries and localities, work directly with different sectors and actors conforming the diversity of movements and social subjects that, from situations of poverty, try to revert their living conditions and to generate national incidence processes.

Scientific area: Social action, research and studies

Regions: Latin America

Roles: Takes precedence

Types of agent: Networks / Platforms / Forum

Attached to:
- Latin American Campaign for the Right to Education
- World Campaign for Education
- National Committee of Articulation and Follow-up to Education of Youth and Adults
- Advisory Council on Educational Goals 2021
- Hemispheric Council of the Americas of FSA
- International Council for the Education of Adults
- Intercultural Consortium
- Citizen Diplomacy Forum
- International Forum Democracy and Cooperation
- Articulation Table of National Associations and NGO Networks in Latin America and the Caribbean
- Network of the Environmental Education Treaty

Secondary to:
- Popular Education and Local Power Network
- Latin American Education for Peace and Human Rights Network

Member organizations:
- Mexican Academy of Human Rights (AMDH)
- Ação Educativa: Assesoria, Pesquisa e Informação, Education Action Santa Fe (AE)
- Action One teacher more (AUMM)
- Alborada
- Alfalit.  El Salvador
- Alternatives for Training and Community Development (ALCADECO)
- Training, Education and Mobilization Area
- Human Rights Permanent Assembly of Bolivia (APDHB)
- Technical Advisory to Communities from Oaxaca, A. C. (ASETECO)
- Association Alternativa
- Association Callescuela
- Farmer Civil Action Association
- Association of Young Christians from Ecuador (ACJ - Ecuador)
- Training and Research Association for the Mental Health (ACISAM)
- Association of Social Communicators Calandria (ACS Calandria)
- Association of Promotion and Education Institutions (AIPE)
- Association of Pedagogues of Cuba (APC)
- Association  of Education Publications (TAREA)
- Association of Inter-disciplinary work (ATI)
- Intersectorial Association for Economic Developoment and Social Progress (CIDEP)
- National Association of Research
- Social Promotion and Development Centers (ANC)
- Santiago Development Project Association (PRODESSA)
- Salvadorian Popular Education Association (CENCAPP)
- Associacão de Estudos, Orientacão e Assistência Rural (ASSESOAR)
- Associação de Saúde da Periferia do Maranhão (ASP-MA)
- Associação Orientação as Cooperativas do Nordeste (ASSOCENE)
- Association Radio Sel (ARS)
- Casa de Las Américas. Cuba
- Casa Pensamiento de la Mujer
- Centre de Recherche et d´Action pour le Developpement (CRAD)
- Andean Education and Promotion Centre José María Arguedas (CADEP)
- Advisory and Research Planning and Development Centre (CAPIDE)
- Community Centre El Carmen
- Cultural Centre Poveda
- Centro de Ação Comunitaria (CEDAC)
- Centre for the Support to the Popular Movement in the West (CAMPO)
- Popular Legal Assistance Centre (CEALP)
- Centro de Assessoria Multiprofissional (CAMP)
- Farmer Training Centre in Azuay (CECCA)
- Centre for Development Training (CECADE)
- Centre of Social Training (CCS)
- Popular Communications Centre of Honduras (CENCOPH)
- Popular Communications and Legal Advisory Centre (CECOPAL)
- Communications and Training Centre for Development Comunica
- Communication and Popular Education Center Cantera (CANTERA)
- Centro de Educação e Cultura Popular (CECUP)
- Centre de Educación en Apoyo a la Producción y al Medio Ambiente  (CEP-PARRAS)
- Popular Education
- Advisory and research Centre (Sur CEPAI)
- Agrarian Promotional Education Centre (CEPA)
- Education and Integral Training Centre Hna. Maura Clarke
- Education and Communications Centre (ILLA)
- Education and Popular Promotion (CEPP)
- Education, Training and Farmer Technology Centre (CECTEC)
- Meeting and Dialogue Centre (CED)
- Women Study Centre. Chile (CEM)
- Ecumenical Study Centre (CEE)
- Education Study Centre. Dominican Republic (CEED)
- Social and Ecological Study Centre (CESE)
- Panamanian Study and Social Action Centre (CEASPA)
- Study and Social diffusion Centre (CEDIS)
- Study and Training for Eco-development Centre Alter Vida (ALTER VIDA)
- Study and Development Promotion Centre. Honduras (CEPROD)
- Study and Publication Centre Alforja (CEP-ALFORJA)
- Study, Promotion and Social Assistance Centre  (CEPAS)
- Centro de Estudos e Pesquisas ’Josué de Castro’ (CJC)
- Training and Study Centre on Inter-American Relations (CIERI)
- Women Information and Development Centre (CIDEM)
- Research Centre  for Women Action (CIPAF)
- Research and Cultural Support Centre (CIAC)
- Centre for Research and Popular Education (CIEP)
- Centre for Research and Education and Social Promotion (CIPES)
- Research and Promotion Franciscan Ecological Centre  (CIPFE)
- Research and Social Promotion Centre  (CIPROS)
- Research, Planning and Evaluation Centre  (CIPE)
- Research and Promotion Amazon Centre (CIPA)
- Centre for Peruvian Women Flora Tristán
- Women Promotion Centre Gregoria Apaza (CPMGA)
- Art and Culture Techniques Promotion Centre (CENPROTAC)
- Ecumenical and Social Promotion Centre  (CEPECS)
- Mining Promotion Centre  (CEPROMIN)
- Health and environment Education Service Centre  (CESESMA)
- Ecological Ecological Dominican Centre (CEDECO)
- Dominican Centre for Education Studies (CEDEE)
- Ecuadorian Centre for Women Promotion and Action (CEPAM)
- Ecumenical Centre for Popular Education (CEDEPO)
- Centre Guarura
- Latin American Centre for social Work (CELATS)
- Centre Laubach for Adult Basic Popular Education (CLEBA)
- Memorial Centre ’Dr. Martin Luther King Jr’ (CMMLK)
- Research and Training Michoacan Centrre Vasco de Quiroga (CEMIF)
- Social Communication National Centre (CENCOS)
- Centre for Education and Environmental Training
- Water, Life and Biodiversity
- Centre for Democratic Participation and Development (CENZONTLE)
- Centre for Cooperativism in Paraguay (CPC)
- Popular Centre for Latin America in Communications (CEPALC)
- Centre ´Cida Romano´ - Instituto Sedes Sapientaiae (CECIR-CEPIS)
- Ciudad Alternativa
- Christian Development Commission (CCD)
- Episcopal Education Commission - Program Feria (CEE - FERIA)
- Commission for the Defense of Human Rights in Central America (CODEHUCA)
- Commission for the Defense of Human Rights (CDDH)
- Puerto Rican Ecumenical Social Acation Committee. Workshop on Alternative Education (CASEP-TEA)
- Committee for the Defense of Health
- Professional Ethics and Human Rights (CODESEDH)
- Coordinating Council of Institutions for Human Promotion in El Salvador (CIPHES)
- Council of Maya Peoples in Guatemala (COPMAG)
- Education Corporation for Costa Rican Development (CEDECO)
- Comprehensive Corporation for Cultural and social Development (CODECAL)
- Corporation for the Development of the East ’Compromiso’
- Private Corporation for Education and Local Development El Canelo
- Education Dimension
- Education and Communications (ECO)
- Link, Communications and Training
- Equipe Técnica de Assessoria, Pesquisa e Ação Social (ETAPAS)
- Education and Social Self-Management Team (EDAPROSPO)
- Escola de Formação Quilombo Dos Palmares (EQUIP)
- Esplar. Centre de Pesquisa e Assessoria
- Federation of Cuban Women (FMC)
- Fundação de Desenv. Educação e Pesquisa de Região de Celeiro (FUNDEP)
- Fundação de Integração, Desenvolvimento e Educação do Noroeste do Esta do (Fundação FIDENE)
- Fundación Cabichui
- Popular Education Foundation (CIAZO)
- Ecumenical Foundation Cuyo
- Foundation among Volcanoes
- Foundation National Forum for Colombia (FORO)
- Latin American Foundation to Support Knowledge and Popular Economy (FLASEP)
- Foundation for Popular Communication (FUNCOP)
- Foundation Promoting Cooperatives (FUNPROCOOP)
- Salvadorian Foundation for the Promotion of Social and Economic Development (FUNSALPRODESE)
- Groupe Haitien de Recherches et d´Actions Pedagogiques (GHRAP)
- Group Aportes
- Group of Mutual support (GAM)
- Social Group Centre at the Service of Popular Action (CESAP)
- Initiative for Democracy and Social Action (Fundación Ideas)
- Institut d´Education et d´Appui por un Développement Intégré (INEADI)
- Institute Bartolomé de las Casas (IBC)
- Inter American Cooperative Institute (ICI)
- Institute for Legal Defense (IDL)
- Institute of Urban Development (CENCA)
- Institute for Dialogue and Proposal (IDS)
- Institute for Rural Development Education (INEDER)
- Institute for Studies and Social Action (IDEAS)
- Instituto de Estudos, Formação e Assessoria em Políticas Sociais (Instituto  PÓLIS)
- Institute for Comprehensive Women Training (IFFI)
- Institute for Youth Training and Education (FOLICO)
- Instituto de Governo e Cidadania do ABC (IGC)
- Institute for Pedagogical and Social Training Reseach (IIPS)
- Research and Development Institute (IDES)
- Institute for Research, Training and Development of Women (IMU)
- Research, Education and Popular Promotion Institute of Ecuador (INEPE)
- Institute for Social Economic Promotion in Uruguay (IPRU)
- Man Institute (IDH)
- Instituto Ecoar para a Cidadania
- Honduran Rural Development Institute (IHDER)
- Multi-functional Institute (CEDOPE)
- Nicaraguan Institute for Popular Education and Research (INIEP)
- Development and Democracy Institute (IPADE. Nicaragua)
- Institute for the Promotion in the Field of Aging (AÑOS)
- Peruvian Institute on Human Rights and Peace Education (IPEDEHP)
- Popular Training Institute (IPC)
- Radiophone Institute Faith and Joy (IRFACRUZ)
- Regional Institute of Education and social Promotion (IREPS)
- Jaruajperakua
- Mutual Aid
- Kolping de Colombia
- Luz Viva
- Christian Movement CALEB
- National Ecumenical Movement of Puerto Rico (MENPRI)
- Movement Paulina Luisi
- Women for Dialogue Franciscan Multi-diversity in Latin America (MFAL)
- Nova Pesquisa e Assessoria em Educação (NOVA)
- Novamerica
- Núcleo de Ensino, Pesquisa e Extensão em Educação de Jovens e Adultos e em Educação Popular (NUPEP)
- Inter-American Platform of Human Rights, Democracy and Development (PIDHDD)
- Plenary of Women in Uruguay (Foundation PLEMUU)
- PROCESO
- Education Services
- Development Program of Social Research Development (PRODIS-YANAPAKUNA)
- Inter-disciplinary Programa on Education research (PIIE)
- Literacy Laubach Projects for Literacy in México (PLAMAC)
- Red Alforja
- Support Network for Justice and Peace (REDAPOYO)
- Rede Brasileira de Educação em Direitos Humanos (RBEDH)
- Rede Mulher de Educação (RME)
- Paths for Popular Education
- Service for Popular Action (SEAP)
- Colombian Communication Service (SCC)
- Peace and Justice Service in Chile (SERPAJ - Chile)
- Peace and Justice Service in Uruguay (SERPAJ - Uruguay)
- Service, Development and Peace (SEDEPAC)
- Legal and Social Services, S.C. (SERJUS)
- José Martí Cultural Association (SCJM)
- Sociedade para Defesa do Meio Ambiente de Piracicaba (SODEMAP)
- Theater Workshop Tecolote
- Union of Institutions Cruceñas (UNICRUZ)
- Unión Regional Union of Common Lands for Agricultural Production and marketing in Costa Chica
- Vereda Centre de Estudos em Educação
- Vicaría de Pastoral Social (VPS)

See online : http://www.ceaal.org/

Tejiendo Redes.
C/ Hermanos García Noblejas, 41, 8º. 28037 - MADRID.
Tlf: 91 4084112 Fax: 91 408 70 47. Email: comunicacion@fidc.gloobal.net

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