Berkley Center

Background: As part of the Education and Global Social Justice Project, in July 2011 undergraduate student Codie Kane interviewed Josefina Aleman Menjivar, a school teacher in Nueva Trinidad, El Salvador, an instructor of confirmation and communion classes, and an active member in the local church. In this interview, Josefina Aleman Menjivar discusses her experience as a popular teacher, the impact of education on her village, and the continuing challenges the education system faces in Nueva Trinidad.

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

I grew up in Bajio during the civil war. As a result of the conflict, I did not have the opportunity to go to school or even meet a teacher until I was 7 years old. At this point, however, the community of Carasque organized its own popular school. I was determined to attend. When I told my mother that I wanted to study, she was skeptical. Carasque was far away; the road was frequented by soldiers and guerillas. She convinced my brothers and sisters not to go. Though she told me, too, that it was dangerous, I did not care. I began walking there every day alone. Ultimately, I benefited from my stubbornness. I have an education, while most of my family does not. Seven of my brothers and sisters have a ninth grade education or less. Only two have gone to university.

I began to give classes because there were no teachers in Bajio. There were children who wanted to study, but there was no school for them to attend. The community leaders asked me if I could help. I was fifteen years old and had only gotten through the sixth grade, but I agreed to do so. I remember the night before I started. I was so nervous. I knew I wanted to help, but I thought it was too big of a job. My mother had to convince me that it was a good idea, that I was ready.

Right away, I received significant assistance from the local parish and the Association of Communities for the Development of Chalatenango (CCR). They helped me, as well as other popular teachers in the area, prepare classes and write lesson plans. They gave us didactic material and classroom resources and donated school supplies for the children.

After the peace accords were signed and the war ended, the other popular teachers and I who had not yet completed our education began an accelerated formation process. We only studied a few days a week, but when we did, we were in class all day and into the night. We completed primary school and then finished high school in a year and a half. After we passed the test required to get our high school diploma, we had a year of “pre-university study” and three years of university classes. Throughout this process, we received training and workshops from various organizations, including the parish and the government of Denmark.

In 2000, the Ministry of Education recognized the popular schools and teachers under the Education with Participation of the Community program (EDUCO). In this way, my position and the school in Bajio were made official. Though this was a significant achievement, it was controversial. In my opinion, it constituted an attempt to privatize rural education. It meant that rural schools were in a different education system than those in the rest of the country. Rural teachers, for example, weren’t paid with government funds. This year, however, the program was finally disbanded. All schools now operate in the same system.

I currently teach third, fourth, and fifth grade in an integrated classroom. This is difficult. Even though each grade has its own program and textbook, I can’t give enough time to each grade, and I can’t give enough attention to each student.

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

Popular education has had a major impact on Chalatenango. Almost entirely because of it, this generation is educated. Young people have graduated and are continuing to graduate from college. In the large communities, in particular Nueva Trinidad and Arcatao, for example, they’re becoming lawyers, professors. These youth were the students of popular teachers. If there hadn’t been popular schools here, if there were no education during the war, these same people would just be starting high school.

Though this is positive, there are many problems associated with the regional education system. First, in this area, most students study only up to the highest grade offered in their community. Bajio is a little different. Its school only goes through the sixth grade, yet the majority of children complete the ninth grade. They attend seventh through ninth grade in Los Pozos or Carasque. After that, however, few continue. A small part goes to high school and an even smaller part continues on to university. Families just don’t have the resources to allow them to do so. This has an impact on the school. Students know from the beginning that they don’t have a future in studying. Their parents tell them that they’re not going to college. As a result, they have no motivation to study. Why work hard to get up to ninth grade if they’re only going to stop immediately after? Some end up dropping out after the sixth or seventh grade.

The school in Bajio, in particular, lacks resources. It receives minimal support from the Ministry of Education and, because of widespread poverty, cannot ask families for supplemental assistance. Its state budget, in fact, is only about $1,200 per year. After buying paper alone, it has little left over to purchase materials or make repairs. It is especially in need of computers and laboratory equipment. These would help illustrate to the students what we now can only teach them in theory. In one of my science classes, for example, we talk about contaminated water. We go to the river and learn that the water is polluted. Many students, however, are never fully convinced that this is true. They see clear water and assume that, because it has nothing visibly wrong with it, it’s fine. With a lab, we could examine the water and the bacteria and chemicals that it contains. We could physically demonstrate to the students what they are now only able to learn in theory.

How does the state of local education affect your community in general?

The fact that young people now can read and write has led to better community organization and participation. When more people were illiterate, fewer were able to do community tasks. Now, though, they no longer have an excuse. Many of those who have studied are in committees and on the community directive. Particularly among educated young people, there are high levels of community involvement.

What’s the future of education here? What’s your vision of an ideal future?

According to the government and the programs they present, the future is going to be better. I think that whether or not this is true will depend on how they distribute resources.

For example, the Ministry of Education is currently talking about a program called Full-time Schools. Its goal is to keep children in school for more hours each day. They would not spend additional time in the classroom, but would instead participate in extracurricular activities. Those who normally have class in the afternoon, for instance, would come in during the morning and learn about agriculture or theater. If the program is implemented, we’re going to see a lot of changes. I think that whether or not the program is a success will depend on whether or not the government properly equips teachers. I doubt that they’re going to create a position for someone to help oversee its implementation or lead the extracurricular activities. This means that teachers are going to have to work many more hours. They’re going to have to supervise the children and, in some cases, learn new activities. Where will they find that kind of time?

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?

I try to continue to use the methodology and programs I used as a popular teacher, but the state education system makes it hard. We are given curriculums now; we don’t create them. But we try, given our formation, to adapt their contents to the reality that we live. We focus on the topics that are going to help the kids, not on those that are never going to play a role in their lives. I think you can see the difference between us and teachers who never experienced a popular school or who come from outside the area. We spend more time at school and worry more about the kids advancing academically. If a child has a discipline problem, we talk to them and to their parents. We almost never turn to expulsion. We care about the community as a whole, participating in local committees or the community directive.

In your experience, what has been the role of the Church and the parish in education in this community?

The church was the protagonist in popular education. The Jesuits were those who provided educational resources and trained the popular teachers. Father Nicolas, of the Arcatao parish, was one of the first professors. He taught me math, language, and teacher training courses.

Now, the Church has a minimal role in the Bajio primary school but continues to assist in the area of higher education. Their Desarollo Hermano Popular program gives scholarship money to local college students. They ensure that those who are really in need, at very least, get assistance.

What inspires you and has inspired you in your work?

I like working with kids. I like the fact that I’m helping form their future. I’m interested in moral and civic education. It’s required by the government now, but it was also a major part of what we did in the popular schools. It has an impact on kids.