Berkley Center

Background: As part of the Education and Global Social Justice Project, in July 2011 undergraduate student Codie Kane interviewed Catalina Delgado Aleman, a school teacher in Los Pozos, Nueva Trinidad, El Salvador. In this interview, Catalina Delgado Aleman discusses the success and challenges of the Los Pozos public school and the value of popular education and local religious leadership in improving the education system in El Salvador.

Tell me about your experience as a teacher and community member. How did you arrive at your present career?

I was born in Los Pozos and attended school here until my family moved when I was in the fourth grade. When we returned, the school had been disbanded. The conflict had caused all of the professors to flee the area. Recognizing the need for education, the community directive and local parish began looking for people who could serve as teachers. They asked anyone who had studied at all to try to share whatever knowledge they had. Because I had a seventh grade education, they looked to me as a candidate. I agreed to help in any way that I could, despite the fact that I had no experience. I effectively began as a popular teacher, beginning my work with first and second graders.

From the start, the parish took charge of training the popular educators in the region, including me. It facilitated workshops about teaching and children and gave us a small amount of money so we could better support ourselves. It also encouraged us to finish our own studies. We got our high school diplomas in the middle of the war and entered university immediately after. The parish negotiated a temporary agreement with the University of El Salvador to get professors to come to the region specifically to give us classes.

After we graduated, we had to wait for the Ministry of Education to recognize us as official teachers. Though we had been giving classes for years, they refused to accept us until we had not only obtained teaching degrees, but also explicitly petitioned them for support. They allowed us to enter in groups. I had been working in Los Pozos without pause since the war, but I wasn’t recognized or given a salary until 2000. Now I teach fourth, fifth, and sixth grade here, all in one classroom.

How has your experience of popular education impacted you? Has your time as a popular teacher impacted your views on education and your current teaching methods?

My experience as a popular teacher continues to strongly influence my life. Because of it, above all, I always have in mind the idea that we are equal and that we must strive for an egalitarian society. In the classroom, I operate by the idea that teachers and students are equal, that I should never feel superior to the students. I never reject kids; I always allow them to participate. I try to meet them where they are and tailor my lessons to their interests.

My past also motivates me to continue teaching. The other popular teachers and I worked so hard to get where we are today. I can’t give this up.

In addition to this experience, what inspires you in your work as a teacher?

There’s so much need here. Teaching allows me to help children in a significant way. It also helps me. It’s a profession that allows me to earn a living.

Describe to me the state of education in your community, Los Pozos, from your point of view. What are the challenges? What are the positive aspects?

I find more and more that there is a generational gap between myself and my students. They didn’t live through the war; they have never known real suffering. As a result, they don’t share many of the values that me and my peers hold dear. They’re more concerned with consumption than morality. They take school for granted, putting little efforts into their studies. In the classroom, they show less respect. They are less responsible. I worry that this is a sign that our community is deteriorating. I don’t want the negative culture, delinquency, and drugs that are pervasive in other areas to take hold here.

In addition, the school here has a number of concrete needs. It receives little assistance from the Ministry of Education. Its roof, for example, is old and leaky. Though the ministry said that they’d replace it, they never did. Now we have to wait at least another year for them to consider doing so. This is no small matter during El Salvador’s rainy season.

At the same time, however, education here has improved since the war. The school offers relatively high quality academics and extracurricular activities. It has a physical education class and a food program that enables all kids to get a free meal each day.

How does this impact your community?

As I said, education has improved significantly. With this, we’ve seen changes in Los Pozos. In the past few years, for instance, professionals have emerged from the community. Some of my ex-students are now becoming professors themselves. This, in turn, has given us an economic and social boost. The new professionals serve as examples to our current students. They demonstrate that studying brings rewards.

What has been the role of the Church in education in Los Pozos?

The Church gives moral, social, and economic assistance to Los Pozos. It helps the school make up for what it lacks. When the Ministry of Education does not provide sufficient funding, it donates resources and materials. It gives scholarships to students so they’re able to pursue higher education.

The local parish also helps young people in general. It facilitates youth groups and organizes workshops on youth-related issues to ensure their well-being.

What’s the future of education here, from your point of view?

I am frightened by the future of education. I’m afraid that it will deteriorate, particularly as it is related to values. Delinquency, gangs, and immorality are not yet problems here, but they are common throughout the country. They may infiltrate our region at any moment.