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The "educational skills" and teaching Darwinism

Written by Renan Vega Cantor

The term applied to education skills has rapidly become a fundamental support of the educational strategy of neo-liberalism. A review of some documentation about it, originated in the remotest corners of the world, is an amazing repeat of that term. Use it in the United States, European Union, countries of Eastern Europe, Latin America, Southwest Asia and where we imagine. But it is good to ask what should be such unanimity and what interests lie behind the widespread use of the notion of educational skills.

1. The skills and work requirements of capitalism

worth mentioning that, in educational terms, the use of the term competence is very recent. The first time I used was in 1992 in the United States when the Secretary of Labor, the country formed a committee of experts developed a document entitled "What work requires of schools." Note that the report was prepared by the Secretary of Labor and not the Ministry of Education which shows from the beginning who determines the importance of skills. In this document states that the education system should provide a set of skills that students face the challenges of the world of work (1). According to the Commission called SCANS (Secretaries Commission on Achieving The Necessary Skills), Department of Labor United States, improving the quality of education that aims to reduce life skills training for school dropouts, generates competent individuals in the market work and as a result, products and services provided by the United States more competitive in the global market. The report stresses that to achieve high performance in companies should develop new methods that combine the demands of new technologies with the skills of the worker. Operational decisions must be taken at the level of the production line, using the skills of workers to think creatively and solve problems. Production goals depend on the human factor, that workers perform comfortably with technology and complex production systems, being able to work in teams and with an unquenchable thirst to continue learning (2).

It is explicit, then, the relationship between changes in the workplace and a new educational training that considers the same time management skills, ability to learn and the ability to group work. From there he derives a direct relationship between technological change and work organization and between the transformation of production processes, conditions of employment and training of "human resources". From that moment you begin using the notion of competencies rather than qualifications, as they "feared that the old defense of working conditions in collective agreements with its strictly defined categories based on functions and tasks, conspires against the flexibility and versatility of the workers. There is now talk of 'skills' as the full potential of talents and skills that have to be captured, recorded, used and promoted by the company "(3).

Similarly, in 1997 the European Council in Amsterdam recommended "giving priority to the development of social skills and adjustment of workers to labor market developments." And one of the educational emissaries European Union, he adds, just in case, that the school is no longer important to the transmission of knowledge as "knowledge has become, in our societies and economies evolve rapidly, a perishable product. What we learn today will be obsolete or even superfluous day tomorrow "(4).

ECLAC, UNESCO and other similar bureaucratic entities could not stay behind in this statement of principles on the desirability of developing skills in line with the emergence of 'knowledge society', changes in the labor market, the global competitiveness and other figures of speech like that and soon made their statements on the subject (5). Nevertheless, the number one global standard-bearer of skills, as something rare, has been the World Bank, which in its latest report on education indicates its scope: "The concept of competencies has several characteristics. Competencies are closely related to the context, skills and values \u200b\u200bcombine interrelated, can be taught (although you can also buy them outside the formal education system) and occur as part of a continuum. Possession of key skills contributes to a better quality of life in all areas. " Then it defines the meaning of competence, understood as economic competitiveness, to perform in the global economy and global society requires mastery of technical skills, interpersonal and methodology. Technical skills include skills related to literacy, foreign languages, mathematics, science, resolution problems and analytical skills. Among the interpersonal skills include teamwork, leadership and communication skills. Methodological skills include an ability to learn on their own expense, to assume the practice of lifelong learning and able to face the risks and change (6).

He also notes that "the foundations of education for the knowledge economy consists of a set of basic knowledge and skills. In addition to providing the tools for effective participation in the economy and society of knowledge, these skills are associated with significant social benefits "(7).

2. Educational neoliberalism: Fight to the death between competent and incompetent

the term in English language skills are at least three meanings: an individual has an aptitude for something (for music, art, languages); particular situation or not to do with someone (you compete or not compete), and alludes to fight, fight or dispute (as when one speaks of a sporting event). However, skills are understood as the World Bank and other agencies of contemporary capitalism is basically refers to the last meaning of the word in Castilian, ie the fight and confrontation, specifically in the area of \u200b\u200bthe world economy. To assume that cutthroat competition between countries, businesses and individuals is necessary to change the national education systems to bring them into line with economic and employment changes of recent times. In this perspective, the General Education of the people is not important, because it is not functional to capitalism. Now they must develop skills to promote the adaptability of the "human resources" to the global competitive market. At a time when what matters are the skills and employability attacking the role of general education instruction, questioning their role as transmitters of knowledge. Exalt, in that direction, teaching doctrines that propose the "skills assessment" because they "privilege of competition -" integrated and functional knowledge, expertise, know how to be, namely to achieve, to allow, with a range of situations, adapting , solve problems and implement projects "- as opposed to knowledge." (8). At this moment it would not be important to have a common culture, since the crucial thing is to access new knowledge and respond to unexpected situations.

Who can wonder that the competences stridently claimed by enterprises are found first training in information technology and communication, but no system to train engineers, but much less for children and youth in cities from school are immersed in an environment dominated by screens, keyboards and mice, to respond positively to the "orders" of a computer and adapt to permanent changes in the software. As this is the basic objective of the introduction of Information and Communication Technologies, ICTs in school, because it means investing in both equipment and technical resources but not in improving the infrastructure of schools, or renew their desks, or hire new teachers. However, ICT also plays a role in ensuring maximum flexibility for future professional workers so that they continue to form throughout life, ie, are perpetually updated 'from cradle to grave', renewing their skills and abilities to serve the capitalists. If all workers have learned to use the Internet to access information, it is very easy to pressure them to maintain their level of professional competitiveness during weekends, holidays or nights using computers and connections they pay out of pocket. This is the meaning of an advertisement Sysco Systems group which sees a man sitting on a bench on the Web with a laptop, which read: "learn how to reduce your training costs by 60 percent" (9).

From this derives the matter of flexibility, one related key competencies. If the labor market has been flexible-word with which to understand that workers have no fixed position throughout life, unions are prohibited and dominated the fight of all against all for survival, education must also be flexible and adaptable to the requirements of the labor market. This is the reason why in recent times has emerged in the market of educational knowledge, the notion of flexibility. This is used to hold the worker from their own training to be competent and functional to capitalism. The approach of continuing education in each country should be that natural resources are flexible, profitable, competitive and serve their business. Workers who do not will no longer be employable, even be a "human resources" but a waste, and this for one simple reason: for capitalism today is competent but useless tomorrow. In this logic, only be competent worker who possesses the means to adapt their knowledge to the needs of the market. In this regard, the Commission submits: In the heart of knowledge societies, the primary role rests with the individuals ... The determining factor is this capacity that human beings possess to create and exploit knowledge effectively and intelligently, in a constantly changing environment. To take full advantage of this ability, individuals must have the will and the means to take charge of their destiny (10).

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The "educational skills" and teaching Darwinism

Structure
education from the competencies, understood as the World Bank, ECLAC and other bureaucratic agencies like that, means that national education systems to forcibly take assumptions of competitiveness in the era of "information society" regardless of the profound meaning of education should seek comprehensive training of human beings. Therefore, the World Bank based on their raw economic view, pressing countries to structure their education system based on its effectiveness, understood in terms of costs, and to assume primary education as a priority and the provision of technological inputs to promote the acquisition of what the new "financial educator" means basic skills. To this end, education should provide a rich combo of options: basic education, teacher training and job performance, skills ... Those who acquire the skills providing the educational system adapted to the requirements of capitalist entrepreneurs are, which seems a tautology, competitive. Educational responsibilities are understood, then, in terms of competitiveness in the reductionist sense (from the field of economics) and immediacy (and which should serve to provide cheap labor and always willing to submit to the demands of capital). In the framework of competencies required of future workers, who are now in school, lifelong fitness, from which it follows that the workers are forced to adapt to a constantly changing product, because the technologies evolve, products change, restructuring and reorganizations lead to change jobs because precarious employment competitiveness. These incessant recycling cost much time and money. Start a worker in the particularities of a specific production environment is a long and heavy investment, which delays the implementation of innovations. The multiplication of costs arising from the high turnover of manpower and technology, quickly becomes prohibitive (11).

But, while the type of technology used requires some kind of knowledge arises that is solved by implementing a learning throughout the life of the worker, being useful synonymous of production, in other words, the worker must be subject to the logic of capitalist entrepreneurs. With his notions of employability and productivity, the project has no powers humanist ambition: "This is not to learn them all and throughout life the treasures of science, techniques, history, economy , philosophy, arts, literature, ancient languages \u200b\u200band foreign cultures "(12), because all of this in terms of the skills needed to fit the supposed" knowledge society "is useless, it means waste of time, energy expenditure and waste of resources. For these pragmatic reasons, including the powers to be introduced in schools highlighting those related to the acceptance of workers 'entrepreneurship' to accept with resignation the whole project of flexibility, so you do not think being "in "competent" as they say give up thinking, fight and resist the domination of capital and any form of oppression. You have to be personal skills, aptitudes, which are prone to labor flexibility and the depoliticization prevailing in the contemporary world. In this regard the OECD is emphatic when he says that to spread the defense of the "spirit of enterprise" requires close collaboration between businesses and schools, so that the first impact on the full acceptance of the 'market economy' and individualistic values \u200b\u200bof the students, in order that they learn to become members' of a work team to agree to take orders and work with others "because" it is also better understand the pace of work and willing to respond to different requirements during the successive stages of a career '(13).

With the things, education and the workforce is divided between those who are competent (competitive) and those who are not. In this sense, social inequalities are justified by educational level and degree of skills and qualifications they possess, or not individuals. From now on, individuals are categorized in super competent, qualified, less competent and utterly incompetent, according to market requirements. The right to existence is dictated by what the venture capitalists thought of as useful for producing wealth, and when an individual is competent at the time that has become incompetent is a disposable resource that can throw a junk to the garbage can (14).

addition, the skills that companies demand that the education system that engages with the demands of work are such magnitude, if not for the interests at stake, could only think that is a bad joke. To cite a case in point, in a European project on university research, a survey has found that companies require graduates, "bobadita" of 17 core competencies, namely: capacity to learn, ability to apply knowledge in practice, capacity for analysis and synthesis, ability to adapt to new situations, interpersonal skills, ability to generate new ideas (creativity), oral and written communication in their own language, decision-making capacity and self-critical, basic management skills computer, ability to work in interdisciplinary teams, basic general knowledge about the study area; ethical commitment (values), basic knowledge of the profession, knowledge of a second language, appreciation of diversity and multiculturalism, and research skills ( 15).

definitely capitalists want the educational system in general and the university in particular, form supermen coupled to their demands, because that list can say that it belongs to the fantasies of superman or bionic men bad television series. But also, these supermen of work should not think, because if you look closely at this list of "basic skills" is not nowhere to historicity, knowledge of the cultural values \u200b\u200bof a country or a humanistic education is essential. Indeed, all these are useless, they express the incompetence, and non-functional to capitalism today. Requires the preparation of supermen or superkids the work but do not think or act beyond the narrow scope of the capitalist market, with emphasis on computer skills and communication. Finally, what is sought is to train highly qualified experts in the restricted field of knowledge, but on condition they are political illiterates. Not by chance, review the information where this impressive list of basic skills that companies require to universities, it is claimed that the science and business intelligence demand rather than accumulation of knowledge that contribute little to the criteria outlined above, and not say whether it is adding value to processes, where historically the performance outcomes of graduates from any grade level, poverty are enormous, if not incompetent, hence the same schools also undergo a major transformation to switch between transmitters of information, stimulating centers personal intelligences (16).

is clear that the knowledge that contribute little to basic skills, such as those defined by venture capitalists are regarded as useless or incompetent. It stands to reason that within those useless knowledge are those that contribute to an integral and critical of any human being, among which should be the philosophy, history, literature, geography, sociology and other such areas of knowledge. This, of course, is perfectly understandable to the neoliberal logic in which there is no vocabulary for political and social transformation, there is no collective vision, no social routing para desafiar la privatización y la comercialización de la escuela, la burda disminución de los trabajos, la liquidación en marcha de la seguridad laboral, o espacios desde los cuales luchar contra la eliminación de los beneficios para el pueblo ahora alquilado estrictamente en un trabajo de medio tiempo básico. En medio de este ataque concertado en lo público, el mercado dirigido por el monstruo destructor del consumidor continúa movilizando los deseos en el interés de producir identidades de mercado y relaciones de mercado que últimamente aparecen como, Teodoro Adorno una vez lo señaló, nada menos que «una prohibición que se piensa a sí misma» (17).

Con respecto a las competencias, puede concluirse que no solamente la educación se ha convertido en un artículo mercantil como los automóviles o los teléfonos móviles, dominado por la lógica de la competencia, sino que además sus resultados deben ser reducidos a «indicadores de desempeño» estandarizados, que midan el grado de adiestramiento («competencias») que han adquirido los usuarios (estudiantes) para ser competitivos en el mercado capitalista (18).
________________________________________

Notas:

1. Leandro Sepúlveda, «El concepto de competencias laborales en educación. Notas para un ejercicio critical "Threshold Digital Magazine 2000, No. 3, January 2002, p. 3.

2.Citado in Ignacio Tabares, "Education as an Engine for Development" in www.luventicus.org/articulos/02R014 .

3. M. Gómez, "Employment, education and skills: Where is the modernization of the labor market?" In http://www.argiropolis.com.ar/

4. Hirtt Nico, "The three pillars of the school commodification" in www.stes.es / nico .

5. ECLAC / UNESCO, Education and Knowledge: Basic Pillars of Changing with equity. Santiago de Chile, 1994.

6.Banco

World Lifelong learning in the global knowledge economy. Challenges for developing countries,

7. Ibid., P. 81.

8. N. Hirtt, op. cit.

9. Ibid.

10. Cited by Nico Hirtt, op. cit.

11. N. Hirtt, op. cit.

12. Ibid.

13. Cited by Nico Hirtt, op. cit.

14.R. Petrella, "Education victim of five traps" in

www.utal.org/educacion/5trampas.htm

15. "The core competencies for the knowledge society" in

http://www.conocimientosweb.net/mestizos/article28.html

16. Ibid.

17. H. Giroux, "Public Pedagogy and politics of resistance: notes for a critical theory of educational struggle," Educational Options, No. 25, 2002, p. 48 (emphasis added).

18. Michael Apple, "Can critical pedagogies interrupt neoliberal policies" teaching option No, 24, 2001, p. 22

http://amec.wordpress.com/documentos/convergencia-europea/las-competencias-educativas-y-el-darwinismo-pedagogico/

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Why oppose the RIEMSER?

The following is an analysis taken from the website of CEDEP-CLEP:

several demonstrations have been sparked by the approval student called Reform of School Education, which aims to establish a system Bachelor National Nationally, the reform will be promoted in all schools mid-level public and private higher. The removal of matter of philosophy at this level of education has aroused the protest of various personalities in the academic and intellectual, this reflects the discontent that exists in various sectors by this reform, the demonstrations have skirted the Rector of the Universidad Nacional Autónoma Mexico to disengage from the National High School and advance its own reform.

The impact of the National High School as CCH's schools, high schools, UNAM, IPN and the Vocational high schools in the State Universities, is his dismissal of these colleges, with the approval plans and curricula and the integration of upper secondary schools to a national system.

The aim of this paper is to analyze the Reform of Secondary Education, to contribute to the internal debate of the student movement, we believe it is important that any partner that is willing to organize against this new onslaught against Public education should know what about background in this new reform?, why now face?, is there any alternative to roll back the reform?

The reform ideas in

The Secretariat Public Education, would have us believe that the ideas embodied in the documents of the Comprehensive Reform School (RIEMSER) \u200b\u200bare new and innovative, when in fact these reforms have been implemented in several countries with the same arguments and objectives it is common to read in the papers that are educational reforms are aimed at "reaching the quality and educational excellence through academic competition" in addition to "bring to education to national and international context today because the changes been in the last period. "

Students and teachers are not isolated entities is society and what happens in it also affects the internal of which schools are not immune to social changes caused by the class struggle in our country and the world. The ideas that breed within the universities for the interests of a sector in society, the bourgeoisie. Want

separately analyze what happens in schools regardless of what happens outside of them is to have a limited and erroneous events, including the drivers of school reform to recognize that the reform is designed to "respond to the demands of today's world, "as we see in that context that the reform.

From

late 70's, the world began to promote a series of economic and social measures, which were conducted more deeply in underdeveloped countries like Mexico, neoliberalism (savage capitalism) deepened and began a period of attacks against the rights of the working class and youth had conquered in the past: the privatization of public enterprises and services, labor flexibility, cut public spending (education, health, housing, etc..) wage cuts and in performance, attacks on pension all this under the banner of the thinning of the state, no state intervention in the economy, liberalization and economic openness.

Many of these accomplishments as public education, collective labor contracts, union rights, were obtained based on the struggle of the working class and youth.

no coincidence that the governments of Margaret Thatcher in England, Videla in Argentina, Pinochet in Chile and Miguel de la Madrid and Salinas in Mexico, led to the need of the bourgeoisie to keep the rates of return maintained the desmantelemiento the so-called welfare state, which already was an obstacle to continue to maintain the rate of profit of the bourgeoisie.

During

Welfare State public education had a tremendous boom, the construction of new campuses, increased student enrollment, etc. but it would be a mistake to say it was because of the willingness of governments and the bourgeoisie of these developments, was a direct product of the struggle of the working class and youth to ensure that workers' children entering school from basic to university, but for the 70's this was unsustainable for the bourgeoisie and their governments.

In the educational field called neoliberalism meant the abandonment of education in the budget field, the restriction on entry into middle and upper level, decentralization basic education, the implementation of fees, charges and fees in schools and of course reform plans and programs of study to suit the needs of the neoliberal model and the market opening.

In the area of \u200b\u200bbudgeting, governments have initiated the call diversification of funding education, whose aim is no longer only the State provide the resources for public education, but has more intervening actors: entrepreneurs by private investment, parents and students through tuition and fees, trying to implement in all educational services and that these charges will increasing.

The application of a series of screening tests has meant that thousands of young people can not enter the high school and college, the so-called single examination has served to guide young people to schools of their choice but to the government to serve the interests of the bourgeoisie needed, selection examinations in universities reject thousands of students each year, in 2009 it is said that about 150 thousand students can not enter the UNAM and the IPN 100 000 .

commonly authorities argue that the fundamental objective is "to achieve educational quality" by "competition and constant evaluation, "whose purpose is the formation of" human resource or human capital. "

We are not opposed to educational quality, in fact we must strive to students that the education imparted to us is quality, but this is achieved initially through the public school has the resources to invest in infrastructure and equipment of schools, academic and pedagogical preparation of teachers and in supporting low-income students.

The new logic is to invest in so-called pilot schools and / or quality, which are given their budget "Academic merit, are encouraged and promoted to teachers by submitting them to the individual competition, as the drivers of reform that quality is achieved through competition for students. The results of these measures: it has made a total neglect an important sector of schools, teacher promotion has only benefited those closest to the union bureaucracy and competition among students has led thousands of young people are excluded from education .

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Why oppose the RIEMSER? (2)

We want quality education and education budget, but as a development and promotion FOR ALL public schools, not only to a privileged sector.
The formation of "human capital" or "human resource" has been one of the arguments on all reforms, in books printed by the corrupt union bureaucracy of the National Union of Workers of Education when Congress boosted Education, appears in the "Alliance for Quality Education", signed by the federal government, education officials and is a constant top-level reforms in regard to the reform plans and programs of study.

18.-The term "human capital" is a fancy way of calling the modernization of education to primarily the bourgeoisie of underdeveloped countries not interested in education of young people, why so many engineers, graduates and researchers? if the scientific and technological development in the country is limited, this result of our countries' economic dependence on U.S. imperialism, which reflects the weak and dependent on employers and bankers of our countries to develop the productive forces and consequently research and science.

What really matters and what is behind the phrase "education adequacy of the modern world", is the elimination comprehensive education and critical at all levels, to turn young people into "human capital" or "human resource" is, in simple readers of technical manuals or administrative enterprises, the whole school to be converted under this logic in a technical and administrative training for work, everything above it should be discarded.

These are the general concepts in educational reforms in recent times have managed, "the struggle for excellence and educational quality through competition and constant evaluation" has become a system of exclusion of young people of education in the abandonment of public schools in the area budget and privilege one sector of teachers by "their individual merits" (see below for the Alliance for Quality Education "). The aim of these reforms was the dismantling of integral education, progress in the modernization of education reform plans and programs of study, becoming general education in an ongoing training component for cheap labor and skilled for the ruling class.

This is all the ideological baggage of the reform, as we will not again, sounding concepts driving only wants to cover a veil it behind the reforms and make it look like you are asking something new and innovative, aiming to conceal the prostration of the education and government officials against the plans of the International Monetary Fund and World Bank.

Neoliberalism, ie unbridled capitalism has failed is reflected in the current global economic crisis and these people insisted on implementing ideas that have failed in the economic field and as a consequence in the social field.

Education in Mexico and Latin America

justification for the Comprehensive Reform of Higher Secondary Education (RIEMSER) \u200b\u200band "Creation System High School National framework of diversity (!) (Never mention that it is within the framework of diversity), government and educational authorities expose us fervently, that other countries have made progress in this regard in upper secondary education: European Union and Latin America. Indeed

in Chile and Argentina advanced system in a reform school in his plans and curricula to make them peers and have common goals, in the case of Europe with the so-called Bologna Law is moving in this direction in the Universities , which does not tell us the document (and not say to us) is that educational reforms in these countries has caused thousands students, teachers and workers take to the streets, take institutes and universities, conducted work stoppages and strikes in opposition to educational reforms in Chile Secondary Education Students (Middle and High School) staged one of the largest student movement in 2006 against the neglect of education in this area because in previous years, progress was made in the same sense that "The National High School as part of diversity", decentralization of education meant the abandonment of schools in provinces and municipalities because "there was no money to meet the needs of schools."

In Argentina unions and student organizations staged revolts true due to the orientation of the plans and programs of study, they were defined not by the protagonists in teaching, but by those who were linked to the business: Ministry of Economy, business and even the elements more conservative Catholic Church, which served the dictates of the IMF and the World Bank. Furthermore the mid-90's as a result of educational decentralization several municipal and provincial governments were forced to close several schools because there was "no budget"

In Brazil during the decade of the nineties experienced a decline in enrollment in their schools, due to limited budget allocation.

These and more are the consequences of the reforms sisters in Latin American countries, which does not tell us why the document is now the Latin American governments have begun to take a different path in the educational aspect? Be the failure of educational reforms that both admire our leaders and education officials in Mexico who insist on the "National High School as part of diversity."
In Mexico, if we find a precedent in this reform we must analyze all the changes that were in the late 90's in education, who were detained temporarily due to the massive student movement of 1999.

The constitutional amendment to Article III and the General Law of Education during the administration of Carlos Salinas de Gortari, where he started with the decentralization of education, ie the federal government charges the states and municipalities education and schools that are in its territory, causing the abandonment of them by the federal government.

Another important reform was the one made in the CCH's of the UNAM in 1997, cutting shifts and changing programs and curricula, leading to protests and walkouts.

implementation and raising tuition at public schools and universities, under the idea of \u200b\u200bdiversification of education funding where the state not only give money but also students, parents and employers must collaborate in financing education.

has also been a tightening in the selection for admission to high school level through the implementation of single test applied by the Ceneval level since 1995 and those rejected are on the rise each year by the evidence and admissions tests.

UNESCO has reported over and over again that the budget allocated to education is insufficient and poorly distributed in our country, also recently revealed that students enrolled in higher education is lower than in countries such as Bolivia, Barbados and Grenada!. He also mentioned that only 225 people per 10 000 entering college.

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Why oppose the RIEMSER? (3)

Here are some figures in education policy and the result of educational reforms similar to the "National System of Secondary Education in the framework of diversity."

Annually more than 400 thousand children leave primary school, in addition to the nearly nearly three million who did not conclude with nearly 300 thousand graduates and not enrolled in school. Over 5.5 million young people between 13 and 17 years (54% of the corresponding total) were excluded and educational backwardness figures (who are not literate or do not complete basic education) accounted for more than 36 million people, over 15 years, more than a third of the total population.

then give you some figures to reinforce these data.

The following table shows some data on education in Mexico, performed based on data provided by INEGI in 2005, 4 years ago (the latest data are from INEGI):

look more data that allow us to analyze the situation of education in Mexico:
These Dropout data are some levels of education in Mexico, INEGI data here are more recent, we have the data of the school year 2006/2007.

The higher the educational level in our country is more inclusive and desertion increases in percentage terms, this is the result of educational policies, economic social and in recent decades have been applied, as we said the philosophy of education quality has become a tool of exclusion, these figures shows the impact from the high school level and middle level education in our country.

Educational decentralization has also led to inequality in education levels, the difference between states like Michoacan, Oaxaca, Aguascalientes, Chiapas and Tabasco in contrast to the Federal District, State of Mexico and Guadalajara.

These are the hard facts of education in Mexico, but what about changes in the educational field? In that context promotes school reform?

In August 2005 it was announced the Integral Reform of Secondary Education, which amended the plans and curricula of the school level, although it is recognized as a serious problem of attrition at this level (20-23 %) not taken any measures to combat it clear, the argument for changing the curriculum was that "the plans and curricula were fragmented, there was an oversaturation of materials" and what they said caused "no interest in adolescent studies, "the reform was implemented, the materials were changed, the hours were reduced in subjects such as civics and history (social sciences) and the approval process of the RIES was exactly like the RIEMSER, according to the Secretariat of Public Education was a period of two years of evaluation for its implementation which was held consultations with teachers and students examined the employment status of teachers to carry out its implementation. The truth was different: the only ones to hear about the reform were the leaders of the SNTE charros, due to lack of information and guidance for reform an important part of teachers were against the RIES.

Another event that must not be missed is the signature of the Alliance for Quality Education (ACE), which lays the groundwork for the restructuring of basic education according to the dictates of so-called neoliberal model, the signature of the Alliance called for employers, government and society in general throughout the transforming education. It assumes and claims the so-called educational federalism, which is more than the decentralization of education that we have been discussing, the ACE is based on education conferences convened the charro leadership of SNTE, which reaffirmed the vision mercantile business and education.

The Alliance includes modernizing schools, driving schools calls pilot, where he carried out the experiments of ACE, through academic competition scheme will be allocated resources to equip them with information technology, also referred to include more students with scholarship opportunities, which the National Action Party has taken a big political advantage.

Obviously we do not oppose the modernization of the study centers, which we disagree is that we only grant this benefit to certain sectors only. If you wish to raise the educational level to equip all schools with the necessary tools for the study.

Another important factor to analyze is the formation of called Social Participation School Councils, which calls on all sectors of society to participate, this sets the precedent for the entrepreneurial vision of education is deepened through private sector participation in such bodies. Contemplate

curriculum reform to establish performance standards for evaluation, individual competition again in the field of education comes up.

ACE directly affects workers in the education, recruitment of teachers and workers will be through competitive examination, eliminating pit union participation in such decisions, hiring only be decided by the employer through such review, the promotion of teachers and workers are made through the National Evaluation System, subjecting labor competition with the aim of achieving "quality services" eliminating labor and union rights.

Examination of opposition represents a blow to the rule, any person may hold an undergraduate teaching position if presented and accepted by the paper, leaving aside all the academic and pedagogical preparation that must have someone to teach classes. With the signing of the ACE is followed by the disappearance from normal rural funadamentalmente because of its orientation towards the working class and poor peasantry, to normal are assigned the role of simple trainers of people who pass the examination of opposition.

The reform school and

In this context arises the Comprehensive Reform School (RIEMSER) \u200b\u200bto form the National High School, is not uncommon for months after the signing of the Alliance for Quality Education has progressed this initiative, reforms at all levels are not an isolated event, are part of the project right in government have for education.

The high school in Mexico is organized as follows:

is organized into 25 subsystems has its own way to organize, as we saw only 45% of school age are enrolled high school and an educational levels where the dropout rate is extremely high, this is just one problem, much of high school students fail to continue their studies at higher level due to the selection examinations in universities, which rejects about 70% of applicants.

The school has an enrollment of over 3.5 million young people nationally, but it is one of the areas where private initiative has advanced tremendously during the decade of the 90's enrollment in private schools built and this level was the one who got a major promotion, often such schools do not reach the quality of education provided in public schools

The main challenges of reform, he says is to improve coverage and respond to the demands of today's world and promote quality education, since according to say the poor quality is what brings students to drop out.

We've talked a lot about the concept of quality that neoliberalism promotes only comment that the reasons for school dropout: a young man in a society where 70% of the population is considered poor, where social inequality has deepened in recent years is the product of various pressures outside the schools, many young people are forced to work to help with family expenses, others are forced to quit school to devote himself to working life, wanting to solve the dropout problem without taking into account the social environment in which young develop is impossible to talk that the quality of education influences dropout only talking about a total ignorance of the problems found during the students' school life. It is contradictory these characters want to increase educational coverage, without increasing the budget allocated to public education.

Another RIEMSER objectives is to develop a common curriculum framework, by implementing the core curriculum in high school and approval of plans and programs of study to obtain a profile of the common high school graduate, this will be achieved according to its promoters by implementing what they call the powers that fall into generic, professional, and disciplinary.

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Why oppose the RIEMSER? (4)

a) The generic skills will be used to strengthen knowledge: work teamwork, reflection and thought, self-awareness, which aims to enhance understanding and integration into society and the environment in which it operates.

b) The disciplinary powers referred to mathematics, experimental sciences, social and experimentation, the subjects taught in schools.

c) The basic skills will be directed to high school that allows young people to integrate into working life and of course there will be tools to support the youth, educational guidance and comprehensive evaluation by the National Evaluation System.

the apliacarán competencies in Initially, all senior high schools depending on their academic terms, but in the medium term with the approval and creation of a common profile of departure, and a national system of bachilleraro practically no difference between the school level upper medium.

advantages is that we promote as there will be a unique profile of graduates from high school as a single certificate will be awarded nationwide, makes plans and more flexible curricula and say that the basis for the transition of students between the various subsystems (CCH, CECyT, CETIS; CEBTIS, etc) students.

This is what accounts for high school reform, there is no word on the budget and the big issues facing the school, to avoid dropping plans and we promise attractive curriculum, not a word about the exclusion of students from high school to enter a university and of course does not say a word of where the money for the infrastructure program, nor does it mention anything about the abandonment of a number of schools by the federal government and state, whose budget is insufficient to function normally. All problems were solved with plans and programs of study sites and has powers Generic!

Improving the coverage will not be achieved only with good intentions, it requires an investment plan by the state for building new schools and strengthening existing ones. The gap that exists in the school is the result of lack of resources as a result of a conscious policy of abandoning public education from the federal government and state, this is the real basis for privatizing education, like PEMEX, not first invest and then say it is necessary to privatize.

As high school reform to school reform is not comprehensive, just be a change in plans and programs of study and the idea is approved all national, respecting some forms of high school, which is a problem, the plans of the Bachelors, some State School, the Vocational, CETis or CBTis are different, how do you implement?, doubts. But with the approval and the establishment of the National High School is a risk that progress on the decoupling of the upper middle schools that are linked to some high school (UNAM, IPN, University and State).

reform plans and programs of study shall be designed to meet the needs of big business and international economic institutions, the elimination matter of philosophy and is a step in this direction, the direction is given to the graduate profile talks about training in the school will be aimed at training skilled manpower and cheaper for national and international companies.
The elimination of comprehensive and critical look at the plans and programs of study in schools is a latent risk, with administrative matters such as "Administration and Quality", "Business Administration", including guidance given to the matter of languages in this sense.

to high school reform is the continuation of the Comprehensive School Reform and is the complement of the measures are held by the signing of the Alliance for Quality Education That's what gives us the Reform of School Education, for the creation of a National High School in a context of diversity (!).

If we allow this reform happens what do you follow? reform in the universities and the IPN to privatize them (these reforms have already started with the changes to plans and programs of study and the new educational model IPN) and boot block any possibility of forming critical leaders who can help develop the country and reduced simply to better qualify prospective employees of companies.

For an alternative fighting in defense of public education

reform since early this year has led to several demonstrations and expressions of disagreement, the first staged demonstrations the students of the Colleges of Sciences and Humanities, UNAM, including product and fearing the outbreak of a wider movement in schools, the Rector of the University announced it was pulling out of the National High School to High Schools and the CCH's, but that the university would implement its own reform, at the Polytechnic Institute National Vocational students have also begun to organize to cope with reform.

Various schools of philosophy and personalities, intellectuals, artists, philosophers have expressed their rejection of reform plans and programs of study that resulted in the elimination of the subject matter of philosophy, the response has been minimal, conscious students know nothing good can come from a right wing government that maintains the same educational policy than the previous PRI governments and is subject to the interests of bankers and businessmen.

The reform will begin to be implemented starting next school year, and in the IPN and the College of Bachelors being used as guinea pigs to their schools to begin to reform.

is important to give students an organized response to this new onslaught against public education.

students aware we are not opposed to technical education, we know that the scientific and technological development is important for the development of productive forces and the progress of society, the fundamental problem is that we live in a society divided into social classes governments of the PRI and PAN only represent the interests of the ruling class and the bourgeoisie in our country is highly dependent on U.S. imperialism, 70% of the Mexican economy depends on U.S., the main source of income for represents the foreign currency country that migrants send home, the following is oil. The scientific and technological development in our country is poor, that the bourgeoisie is not interested in investing in it, even though their public universities have had important developments in this field.

investment and the budget allocated to research is Pyrrhic, the consequences of this, as we saw in the spread of influenza in our country and the slow response of government in the field investigating the source of the virus.

Capitalism is in one of its deepest economic crisis and as always recharge the crisis on the backs of workers try to remove the few gains that we still, public education is one of them.

As students organized around the Student Struggle Committee of the Polytechnic - Student Committee in Defense of Public Education we strive to:

Cancellation of the Alliance for Quality Education, the Secondary Education Reform and Reform of School Education, for offending against the public education and serve only the interests of international financial institutions Mjundial Bank and International Monetary Fund.

An investment plan of the State in the field of education, creation of new schools, equipment and improvement of existing infrastructure. No intervention of private initiative in education. The only way to expand coverage of education is that the state invest in it. For 10% of GDP to public education.
A plan to establish a food and economic scholarship at all levels of education, establishment of free transportation for all students. That money used in the rescue of bankers and capitalists, is used for public education, social security, housing, etc..! The economic crisis should not be charged on youth and working families.

democratic freedoms to the internal of schools, rights of association and assembly, that school councils are truly representative of the students within each school. By creating Student Committees or Committees of Struggle in each public school.

Elimination of all forms of control elements and the internal repression of the schools. Elimination of violent groups and groups porriles. Basification
all temporary teachers in public schools, expansion of seats assigned to the administrative faculty, to ensure a true quality education and quality services.

Any educational reform should be consulted widely among education workers, teachers and students, we must have a leading and decisive role in the changes to education to ensure that these be designed to benefit students teachers and people in general. Removing

Ceneval and implementation of the single test, increasing the budget for higher education to gradually achieve the capture of all applicants for senior high to college. Not one rejected more at the top level! Not

reform plans and programs of study in the sense that RIEMSER puts it, for a true critical orientation, scientific and quality in schools, for a plan and program of scientific studies, critical and to be oriented towards the formation ntegral students. Roommate
these are some small proposals that are discussing the student movement, we hope that this report will contribute to the debate in the field of RIEMSER and help clarify the origin and direction of this new reform.

The context in which reform is driving the economic crisis of the capitalist system, millions of dollars are being aimed at business rescue and bankers, is undergoing a process of cutting to an already diminished social spending (education, housing, health, etc.), we believe that the only alternative against the economic crisis and an end to attacks on public education also goes through: the nationalization of the Bank, the Earth and large construction companies, without compensation and placed under control of the workers, as the only possibility of carrying out an urgent campaign to create new school places, school children, basic education , secondary and higher education to meet actual needs.

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Bologna and plan RIEMSER Two

red pen

Here are some videos on the Bologna Process, which aims to standardize education throughout the European Union, with a tiny detail:

degrees disappear!

These will be replaced by a curriculum duck under the following period:

1. Grade. With a duration of 3 to 4 years

2. Master. For the "specialization", which will be priced between 800 and 3000 euros!

If we read carefully the RIEMSER document prepared by the SEP, we can see which are the same worldwide plans capitalists: We sought to assassinate the basic and social sciences, compact to replace them for technical careers.

Another key aspect is handled in two reforms (RIEMSER and the plan Bologna), is the model of mentoring, as noted from the various versions of its derivations RIEMSER: National High School, RIEMSER in Mexico, and RIEMSER to dry. This model had already been "proposed" in the IPN for the case of colleges, where the role of the tutor is to discourage the student to continue his studies this is not the same company policy that is implemented in the country's private companies in chains like Wal-Mart and Soriana (for instance): The worker is always blamed, this is even the theoretical framework of any reform to the Federal Labour Law promoted by the International Monetary Fund and World Bank.

The fear of the authorities of the Col Bach to our organization and suggests the secondary symptoms, a primary symptom is repression against us, because as the writer once said Howard Phillips Lovecraft "repression, is a symptom of insecurity." The secondary symptom was the withdrawal of the publication of the RIEMSER full on the official website of the College of Bachelors. But they are also hesitant, as in our organization must surely have the most decisive, as the media and hesitant, the most determined and cynical of the authorities in a political miscalculation just expose their intentions to implement the system of skills in the training program heads for RIEMSER matter where we awkwardly say

Taking as basic areas: The relationship between generic and disciplinary thematic nuclei (discipline management) , the problem location (context to construct meaning of information) and performance levels (criteria and evaluation elements), our academics are prepared to implement innovative ways of teaching and learning to new generations, leaving aside the encyclopedic to form young people from everyday situations that pervade life in the present context.

This is a lie that will expose in the development of this document.

Occasionally Wolf explained the social implications of the response of the authorities of the College of Bachelors, but if I look at a society without basic science, simply because there would be no satellite transmission, electronics, cell phones and all the technology in general . If we ask where did leave all the technological advances?, Simple: basic science, so we mention the phenomena of fluid mechanics in engineering, the role of mathematics in the industry is essential, as these are used the today to nearly all the features of modern society, from simple arithmetic sums when purchased at the shop on the corner, to the differential and integral calculus to quantify and qualify the path of the planets, the special theory of relativity to determine distances between stars and the earth. Even within the social sciences there is a race of the act, which uses some mathematical rules, to be precise from the mathematical statistics, to develop social surveys such as the INEGI.


Supply and demand: Capitalism in real life

The "logic" of capitalism is free markets, the looting of entire economies and bank fraud billionaires in all countries (including the Yankee empire) turned into public debt and charge to the entire population. In this sense, we touted the "competition", the "free market." This is a fallacy!: A company with low technology and production capacity is subjugated the laws of the market, where its production cost is higher than companies with higher technology.
In economic terms this is called the law of supply and demand.

O ↑, D = P ↓ ↓ ↓

O, D = P ↑ ↑
Where




O = Offer High
↑ ↓ = O

D Low Supply = Demand high
↑ ↓ = Low demand D

P = Price High
↑ P ↓ = Low Price


For this I will two simple examples of real life:

1. Suppose that to produce one kilo of handmade tortillas, a man or a woman takes on average 30 minutes to produce them on a griddle. Now, a tortilla factory worker, with the aid of suitable machinery produced in the same period of time 40 kilos of tortillas!. The small detail is that he is not going to keep the profits, but outside of it, imagine that the cost of production is the same, the supply of tortillas tortilla worker is 40 times higher than that produced in the pan (O ↑), then the owner of the tortilla (the employer) makes its calculations and concluded that having a large supply of "their" goods, with low demand (D ↓), then you can sell cheaper to ruin his competitor, the manufacturer manual.

This is the hypothetical example, but in real life, maize production is low (O ↓) and food demand is high (D ↑), which is why Mexico does not have sufficient food and has to import maize from China and the United States, so Therefore, tortilla prices are high, but that we owe not only the supply and demand, but one of its immediate consequences brought opportunistic human instinct: speculation. Thus we can see how the production system and their reciprocal interactions involved in a colossal on the willingness of men and women, but above all we must be aware that we are thinking beings and therefore have the ability not only to produce but to transform our reality indeed to be part of a production plant we are part of the transformation of reality, either as social scientists, natural, or as simple laborers .*

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privatization reforms and the Bologna Process RIEMSER Two privatization reforms (2) Instructions for listening

2. Suppose you, man, you go to a nursing school where few men (or ↓) and many girls (D ↑) what is the logical conclusion (and do not see the chart of supply and demand)?, Obviously, will be the sex symbol of your room (P ↑). For the ladies, who studied engineering, usually are the least in the race and the classroom, having at its disposal a canine horde. Reiterating

:
↓
O, D = P ↑ ↑


Production cost of goods

The production cost of a commodity is determined by various factors in flux, but among the heaviest we can enumerate three:

1. The law of supply and demand
2. The production cost of goods
3. The level of exploitation of the class

The second and third factor risk their exchange value in the market, but we address the issue of cost of production, put a new example of everyday life:

You, dear @ @ reader, could occur for example, a pen with machinery "Mexican" is actually French machinery login or the 60 United States at a cost of 1 peso per piece, so you produce 5000 feathers in a span of 8 hours. Now suppose that a German worker with more advanced technology produces 40 000 pens in the same period, and the German worker produces 8 times more per working day, then when you sell your pen at 1 peso, the German merchant may sell their products at 12.5 Mexican cents, even if to this we pay the wages of labor, freight, taxes, this may sell products at 30 cents Mexican capitalist. Fabulous!, It is still 3.33 times cheaper, What will the customer? "I bought 10 pens for ten dollars ... or I buy 43 pens for the same price?, This is laughable. There not for the thing for freight transport is also a business, we must add that doing shallow calculations, the capitalist, the merchant and the merchant's merchant can increase prices, thus its profits.

Regarding the third factor that determines the cost of production of goods, is the aforementioned level of exploitation. To give another example, the Chinese capitalist, with a not very advanced machinery, but with a population of at least 400 million people eager to work to avoid dying of hunger, their greed stroked his beard and will happen a "great" idea is nothing new, but has roots in the transition from primitive communism the division of agricultural work to the slave system: the exploitation of man by man. Being the owner of means of production, since no one can use the machines, land, natural resources, unless he employs them, anyone who "dares" acting against their properties acquired through theft and violations Constitution (previously renovated during the period of socialism free market driven by Deng Xiaoping) will punish him by police repression as in the Mexican state against the People's Front in Defense of Earth (FPDT), imprisons him in this case , if she let him take what rightfully belongs. Once

seized the means of production and the entire workforce available to them, taking advantage of people's hunger, their need of improvement, subjects him to long workdays of up to 16 hours to increase his level gain as follows: increase the working time and reduce wages, and earn more!. Go infamy, but it managed to reduce production costs, managed to be more competitive in the market in relation to the Mexican and German, satisfying their thirst for profit and incidentally, not be eaten by other monopolists.


General conclusions

students, teachers and workers in general are part of the capitalist system, the so-called neo-liberalism is a process in which the bourgeoisie raises his head against the working class, snatching wholesale conquests that won a huge base of struggle, no single example of work or social gains that have not been the product of the working class struggle and student. Neoliberalism acts after the economic crisis of 1973, with a boom during the late 90's after the restoration of capitalism in the USSR (a process that is occurring today in China despite the presumption "socialist") through the boom period of the 90's, 80's, the 90'sy so far nearly a decade of new millennium is a period of growth of capitalism, which exists today is not a crisis of capitalism, but an economic crisis can bring great speed as the Portuguese revolution of 1974 during the crisis period, but this is not entirely a consequence automatic period of economic crisis, but depends on the subjective factor of society, grouped in detachments of class as a student coordinator, teachers, trade unions at the factory level, national, all you can carry all these sectors is Unity in action by a single movement of the entire working class, as mentioned in the document Fernando Aranzú school training student politics, the student may be listed not only as a support industry demands of their own, but as a vital ally, even as part of the proletariat.

A tool that facilitated the triumph of a single class movement in Russia in 1917, was the Bolshevik party unified Merizhni group headed by Leon Trotsky, earning the political authority of the working classes waving the distribution of land, factories making , nationalizations, gradual destruction of the tsarist state to make it the dictatorship of the majority: the dictatorship of the proletariat. This subjective factor is being forged around large events, is a useful tool to turn a situation of general unrest of the population, or for that matter an economic crisis to a crisis of capitalism, consolidating the power of labor around the world, that was the importance and historical significance of Bolshevism, which is why the ruling class spend tons of ink, tons of money on burial and kept under lock and key historical memory.

Under capitalism everything is a commodity, everything is a damn feasible business of selling for a few pesos, from love, to education: that is the underlying problem and the reason for its destruction.



Notes

1 * Something not demerits, but imposes the need to radically transform reality to abolish the division between manual with intellectual work, that's one of the theses defended Marx throughout his life, from the development of "The German Ideology", to its unfinished work by the natural death "Capital."

Examples of partial abolition of the free market is what Japan's postwar years 50's to 90's, where the cooperative model, land distribution (which actually was a massive decision agricultural workers better known as farmers). This will try higher wages, lifetime employment, abolition of indigence and the placement of Japan as a second world power. The question is will the reader is: Was it through the free market that Japan emerged from a feudal country to an industrial power, the answer is no, but by a planned economy through cooperatives, where ordinary workers , workers, engineers and researchers together teams organized to implement technological improvements that lower the cost of production of goods and master them at a low cost to buyers as follows: It is produced in abundance and sold cheaply, later became an exporting country, a world power (Economically speaking) through constant work.

Mexican businessmen speak highly of Japanese workers today: do not strike!, But they forget they still retain much of its industrial achievements, there are no unions or workers' revolutionary organizations that promote such strikes, of the postwar Japanese workers must salvage something very important: not enough to strike is necessary to take to kick factories and employers to convert them into cooperatives!. Bibliography




training program managers matter for
RIEMSER
http://www.cbachilleres.edu.mx/cbportal/index.php?option=com_content&view=article&id = 184

Comprehensive Reform School Education

http://www.sepbcs.gob.mx/Educacion% 20Media% 20and% 20Superior/RIEMS/RIEMS_Inicio.htm 20Superior%

Karl Marx and Frederick Engels:

The German Ideology

Wages, Price and Profit

Capital

Some conceptualizations of the proletariat :

on agricultural lacuestión

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Training School student politics

reproduce below part of the document discussed at the training school June 20, 2009 organized by the now Coordinator of High School Graduates College


THE STUDENT MOVEMENT: AN ALTERNATIVE

"We did not study for the purpose of accumulating knowledge static and not human sense, our true purpose as students of knowledge is critical, do not be fooled by the ruling classes, We are a Revolution! This is our flag "

José Revueltas

Introduction

The last period was characterized by sharp and sudden changes, not only in our country but worldwide. These changes require us to rethink the struggles that workers and students have been taking place for the revolutionary transformation of society to build a fairer society. What is at stake is not to deny the past, but to resume the most important in the history of movement to understand the process that today we live and struggle to establish a higher level, both quantitative and qualitative aspect.

The first of January 1994 when many were surprised amid an atmosphere of triumphalism Salinas powerlessness arose a powerful movement that challenged a nation project that included the most oppressed classes of our country. Suddenly as if by magic, thousands of youth and workers took to the streets in support of the EZLN. Sympathy to this armed group is a manifestation of the accumulation of stress against the system, which were contained.

The student movement was also shaken. This paper attempts to explain the radical change that he suffered from movement and January 1, 1994, and the need for a national organizational approach that falls short of needs the fight against the state, as the beginning of a struggle for the transformation of society.

today in light of the events that require existing structures shiver commit, participate, take the destiny in our hands, but not from the voluntarism that demonstrates enthusiasm, but also impotent, but since the establishment of an alternative program and construction of the instrument of struggle takes. We headed for

all those who are willing to work seriously in building is altered, from now through the direct action of brigades, demonstrations, information both inside and outside their schools, and primarily with the formation of student committees to systematically and permanently become embryos of a larger project: a national student organization, democratic, radical, permanent and stable.

School and students.

School is a superstructure of the capitalist system tool that aims to reproduce ideas, customs and generally adapt to the individual mode of life imposed by the propertied classes. Promotes the maintenance of the status quo and the production system provides the necessary workforce to meet the needs of the economic project of the bourgeoisie.

organization and methodology of the school requires a code of conduct which, regardless of social background of individuals, is applied arbitrarily and conditioning discipline based on punishment - award, which seeks to encourage individual competition with the aim of create:

a) Good Citizens.
b) Buenos producers and consumers.
c) Effective drivers and operators.

This is to keep perpetuating or trying to perpetuate the domination of class. Yet the ideals of the system are hampered by a small problem: the fact he deque capitalist system constantly has to deal with crises that force him to seek outlets of all kinds Therefore the modification of project education is also indispensable. It is in these times where social contradictions are shown in a more explosive within the school.


Students looking to find better living conditions through the preparation and obtaining a degree, are victims of a process of adaptation to the system with family and mass media bombarded every day. However, the student is facing serious contradictions between what is preached by the bourgeois instruments of domination and the reality they must face daily. Learn to survive in an environment hypocrite. Finally not achieve the necessary skills or or the possibility of a better life. And in most cases not even a job related to what they studied. The contradiction between what we want and what you can get the system can conclude that it is necessary to transform the status quo.

While the system is unable to meet the aspirations of students, they become more sensitive to fight, first by one, decent education that allows them a better future, therefore can be identified with sections of the people also engage in a change in destination. The process is not abstract and the student in certain circumstances it may be won to the struggle for democracy or for the reaction: everything depends on the situation.
The explosiveness of this movement can inspire workers to enter the fray. Right now is when the movement takes on real significance. Naturally, the students of mining workers and poor peasants are the most quickly understand the need for bonding.

only to the extent that the student movement is directed towards the workers, would effectively serve to drive the transformation of society, because obviously not a social class and his time in school is transient. Historical

in Mexico.

The Story of ME is the story of the search an organizational expression that brings together the largest number of students and responsive to the needs of the historical moment in question, is the story of a struggle against the instruments of state control and is the ME shows that the social contradictions that generates capitalism prevent young people the possibility of a decent future.

The first attempts to organize the ME arise between 1910-1913, amidst all the turmoil caused by the revolutionary movement, there are attempts to create an organization in this period held the first National Student Congress, where a Despite having no links with the armed struggle, takes up many of the current social demands. A few years after establishing a Student Federation in the Federal District, which manages to become a partner with the government, that at the time of Carranza, the Federation was created in 1918 and its most important activity was the convening of an International Student Congress where the main demands were:

- No to imperialist intervention.
- The participation of students in the control of institutions.

During this period, the social struggle is beginning to link the struggle for socialism, but then mainstream, anarchism, gradually degenerates into ultra trends or absolutely opportunistic leftists, for the decade of the twenties has been finally relegated anarchism as an alternative for young people then.

Student Federation deeply affected by these trends, links and recognition sought by the government "revolutionary." However the Federation still maintains some fights, like the autonomy of UNAM, during which he also is adopting a new Law Since then the Federation is to become a National Confederation.

The struggle for autonomy is emphasized by denying the prevailing positivism as a philosophy university official, and in practical terms preached total submission to the state. Students then also fought for a true scientist and academic freedom among other demands. The movement claimed as authentic representative of popular demands. Since then schools are projected to create "popular" with the idea of \u200b\u200ban alternative education, as if it were possible to transform education without transforming society. Obviously they failed.

International Congress in 1927, included a declaration of principles which stated: To promote the formation of political parties are truly committed to the people Volume regulation in addition to the socialist education.

Federation nevertheless enters a process of degeneration that the state promotes, through the corruption of many of its leaders, to the thirties the federation loses all significance.

From 1930 to 1950 the struggle was very dispersed, with no real possibility of creating a new national organization. The most significant period is the creation of the Federation of Socialist Peasant Students of Mexico (FECSM) from the rural normal in all States. The path from development since the FECSM was and is a sign that the only way to build an effective student movement is through a militant organization, permanent, stable and class character, based on hard work and training for managers fully dedicated to building and organizational strengthening, and a clear focus workers.

The next event of importance in the organizational aspect is the rise of the National Federation of Technical Students (FNET). During the 50's FNET brought together students of all technical schools in the country, mainly from the National Polytechnic Institute, which attended mainly children of workers and peasants, which gave the FNET class composition. The UNAM

reigned for thirty to fifty frankly reactionary environment. The organization of the time, the Federation of University Students, was actually a group rather than an authentic check organization.

FNET spearheaded the important struggles in defense of education for children of workers and peasants. However, in the year l956 the state decided to end military occupation of that organization and the boarding of the Polytechnic, jailing democratic leadership. Thereafter starts FNET degeneration starting with the absolutely unconditional imposition of leaders in the next Congress. The FNET becomes an instrument of corporate control, demagogy and repression porril become major deterrents or belief to students, general level environment was no better, railroad workers, teachers, doctors, peasants, others shared the prison with student leaders of the time.

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Training School student politics (2)

In 1960, the PRI was almost total control, but this time, the University begins to awaken, arise movements and popular science education in Michoacan and Chihuahua, the growth of these movements also affect the state student morale UNAM, where a strike specific questions the curriculum profile raised by the state and brings the movement to fight for a new type of school. So IPN was affected, as in the height of the struggle to be successful despite the strike FNET solidarity with the School of Agriculture in Ciudad Juarez.

whole process of radicalization is accompanied by increasing repression in the city and country, then the student movement becomes a sounding board for the widespread discontent. The apparent social stability was sustained by the systematic repression and persecution of those who dare to become leaders. The economic miracle was only for the capitalists and the situation looked like a boiler about to explode. The chain was so tight that it would break the weakest link, where state control and the experience of defeats were less present. That link, that was the student movement fresh.

At this time there was a student organization run by the Mexican Communist Party (NCED), which nevertheless meant a democratic choice in the midst of a series of corporate organizations PRI. But even NCED could imagine the movement that was brewing and the implications. Activists and leaders of the PCM in the student movement were as clueless as anyone else, and reached the critical moment, assumed positions of reconciliation with the state. The fight once again put him in the place they deserved, they were more worried about their device for revolution.

student movement of 1968 took everyone by surprise. All student organizations were exceeded, while the PRI control device on the student movement was cracking, as was the case of FNET, which collapsed completely. And in the far-right groups in the UNAM suffered no better fate.

The movement's demands were essentially political, it also marking a difference with respect earlier movements. Sympathy for the movement spread through various sectors and between workers. The ascent of the movement was becoming increasingly dangerous for the government.

The creation of the National Strike Council was the main expression of the need for a unified national leadership of the movement, goes to school committees, choosing General Assembly through its representatives to the NHC, which are revocable at any time. However

68 also is an example of what can happen if there is a vanguard capable of producing an analysis that is realized in a program and correct tactics to confront a reality seizure. Although this is quite logical, the problem is that at the end of it nobody is able to obtain organizational conclusions necessary to give continuity to the movement.

With regard to the State, this shows your true character of the repressive apparatus of the ruling class, the Tlatelolco massacre and the arrest of almost all student leaders. The uncertainty is rife in the environment and in a few months is dissolved CNH. This movement gradually fades, student leaders draw conclusions completely contrary to what the situation required. Instead of consolidating the single, centralized organization, the destroyed and proclaimed the end of the organizations with structure and permanent address, leaving the movement at the mercy of improvisation, inexperience and ineptitude of the lot came to assume that the "direction".

Meanwhile the state aims "to cover his eye on the male", waging a populist educational reform, and suggests the possibility of the emergence of political parties. However, this is just demagoguery, as is repeated for 1971 massacre on June 10, marking the end of an era of unified struggle by the ME.

despair Impotence occurs which causes the emergence of ultra-radical currents, although many word call themselves Marxist-Leninists, in fact become isolated terrorist organizations and social movements that reach beyond become a pretext for the state to exercise a brutal repression against the social movement.

Others with the idea of \u200b\u200bgoing to the people, leave school and become farmers or workers. However, due to ideological confusion remnant, and not make significant contributions in the peasant movement and the labor movement, which shows that without correct ideas activism itself is useless.

Others think that the transition of young people in school should serve primarily to acquire training policy that would allow them to be truly useful to join the political struggle outside of school.

Control Committees formed in 68 gradually disappear. Rise and fall organizations of all types and trends, but all have the characteristic that they have no prospect of movement in general and less approach to unify the struggles, despite the dispersion, to keep giving throughout the country.

Only a few organizations were able to consolidate economic and political autonomy from the state and a fairly broad base of support, could survive this process, as was the case of several committees Fight the Polytechnic.

end of the seventies there are new attempts to organize students nationally (ONE UPÓME). Then comes the debate about the type of organization, if it is mass or frame. The debate was lost in the measure never exceeded a handful of isolated schools, and never sign a movement to take hold of that organization so often projected in the consciousness of students as a benchmark nationally. Today we have indeed that possibility.

The first half of the eighties can be considered relatively inactive. Many organizations were born and died in the span of a generation and the dispersion process was exacerbated She seemed by some impressionists that the thing was finished, but for Marxists the situation is not so simple, in reality economic conditions determined by the capitalist model established from the forties and the framework of the international crisis triggered a process in young and pissed off workers who expected only a pretext for expression. Solidarity brought about by the earthquake of 85 gave only a small example of what began to happen. The state had a hard time taking control of the movement. People for a moment he realized he did not need the bourgeoisie and its state for nothing.

The movement was rising and the outbreak of the conference marked the top 86-87.

Changing economic project required a change of educational project. In 1986 it was in the UNAM where the state wanted to start this transformation, clutchless this project involved a direct attack against the permanence of the children of workers at the university, so that the response to Carpizo plan was absolute and overwhelming: the wrath of the vast majority of students forced the activist groups to forget feuds and accept a general coordination, which is given through the reactivation of the Student Council (EWC), a body which unfortunately always stay at the level of an assembly of coordination. While there was movement coordination, the CEU was helpful. The movement succeeded in pushing back the plan Carpizo, once completed without clutch and without the pressure of the masses, the leaders gave vent to their sectarian practices to make the CEU in an assembly of activists who meet only when the situation has become almost desperate.

E! CEU was not an organization, it was a meeting of activists, however the students then and now we are seeing as a reference point and try to revive it when the fight is urgent.

The Polytechnic was influenced by the popular movement, however also made the same mistakes, which eventually led to even greater dispersion after completion of the popular movement.

This period was characterized by the defense of the gains students achieved at other times, so the struggle took on a purely defensive. In addition to not advance a political level, the leaders argued that the movement should be purely academic or student, plus each institution framework for action, was limited to their immediate environment, leading to an isolation from the situation of students national, let alone with respect to the general movement.

unified struggle is disregarded, as partial successes, create the illusion that one school is able to solve their problems outside of others. What happened with Congress and the Polytechnic University, demonstrated the fallacy of these conclusions.

Thus we come to the nineties. The momentum of the movement is still allowed some partial victories, but the dispersion is deepened, the Salinas achievement impose a constitutional change to the Third Section with the support of some opposition deputies. The salinato proclaimed his victory and seemed to seize all impotence. Some, attracted by the siren song, fell in deception and others were co-opted. Falling countries of Eastern Europe at the hands of the capitalist counterrevolution caused dismay in many sectors of youth and workers, however the recent events are beginning to awaken the masses and fight new horizons approach in our power to learn history and to build the future.