يام الزابط احنا شابيج
شوف الأول فيه والتاني فيه
يام الزابط احنا شابيج
شوف الأول فيه والتاني فيه
نصف اللذي فيه والتاني فيه والتاني فيه والتاني فيه والتاني فيه Daniel
ays
أن هنا for now some new abdomination
which is the subject of this vision
and this was the most inspired one
from our revolutionary leaders in the South
Above all
since now in Europe we realise
أن شيء يحدث في أوروبا
هو الموضوع الأساسي
هو الموضوع الأساسي
هو الموضوع الأساسي
ويجعله مجرد
ويجعله موضوع الأساسي
ويجعله مجرد
ويجعله مجرد
هو الموضوع الأساسي
هو الموضوع الأساسي
هو موضوع الأساسي
إذا كانوا يعتقدون بأنهم سيكونون في مدينة الأسلحة
سيكونون في مدينة الأسلحة
كما نحن نحن في مدينة الأسلحة
نحن في مدينة الأسلحة
ونحن في مدينة الأسلحة
ونحن في مدينة الأسلحة
يجب أن يكونون في مدينة الأسلحة
ولكن الأسلحة في مدينة الأسلحة
يجب أن يكونون في مدينة الأسلحة
ونحن هناك شيء
رحل مدينة الأسلحة
ونحن في مدينة الأسلحة
ونحن في مدينة الأسلحة
ونحن في ونحن في مدينة الأسلحة
هناك نقل
دمات
ونحن في مدينة الأسلحة
ونحن في مدينة الأسلحة
ونحن في مدينة الأسلحة
لماذا لن نحن help
مدينة الأسلحة
لأن في مدينة الأسلحة
لقد كانت حقيقة كبيرة من قبل.
إذا كنت تعتقد أن التحدي is something where traditionally
the least developed,
look at the developed and see possible futures there.
Now, it has happened to me,
I remember once at the beginning of the 90's
I arrived from Peru to Finland
and I saw that something was happening in Finland
that I had already known in Peru.
The precarization, the informality,
the mestizaje,
the external debt as a condition of economic policies.
And from there I started to talk about the issue of
the peruanization of Finland
and Latin Americanization of Europe.
And it seems to me that now with the 2008 crisis
the issue of Latin Americanization of Europe
has come to be more evident.
And it implies more experiences
and experiments with the learning,
for example,
so many social movements like some governments
from Ireland, Spain, Greece, Italy
are looking at Argentina
and how the Argentine government
faced the debt crisis
and the International Monetary Fund in 2001-2002.
Or, as in Ecuador,
they have made a social audit of the debt
to see what part of the debt is illicit,
what part is illicit.
These are some experiences with the external debt,
social movements in Europe
are learning from the movements
and some governments from Latin America.
Or in many municipalities of Europe,
including mine in Helsinki, Finland,
there are new experiments this year,
last year 2012 with participative budget.
The same thing happens in New York.
There is also an experiment with participative budget.
And the model there is the Brazilian model,
the model of Porto Alegre
with the participative budget
since the late 1980s.
Or there are experiences with local currency
and solidarity economies at the local level,
where, for example, with local currency,
in Europe is that they look at Argentina
and experience two networks,
global networks of TRUECEC,
which had all their contradictions and all that,
but which have been an experience
to practice solidarity economy at the local level,
which in Europe is becoming more popular now
with the crisis.
So one of my hypotheses is that
without the learning process
from Latin America,
the agony of democracy in Europe
would be even more serious than it is now.
I am not saying that
learning from the South
you can solve all the problems in Europe,
but there are several examples at the local level,
solidarity economy, local currency,
participative budget,
issues of external debt in the government,
where we can see those examples.
But that learning also has
a more global dimension,
because learning from the South
and with the South,
Europeans, perhaps,
we can get rid of a little of our colonial arrogance,
where we have thought
that we are the developed
and in that way,
a little like the adults in that world
and those who are on development days,
on development days,
or underdeveloped,
they are a little that are not yet adults,
like children in some way.
And that dichotomy unfortunately
is produced between governments
and, in some cases,
between social movements
and social organizations.
And I think,
like in the case of the syndicates,
for example,
where the European syndicates
often see the African syndicate
or the South American syndicate,
like a syndicate structure
that is still in a process of development
and with these labor relations
that have not yet been modernized,
but now that in Europe
there are these changes,
the attitude of the Europeans
changes at least a little.
And that is a fundamental element
to create a new democratic pedagogy
at a global level.
If we learn to learn together,
instead of the Europeans
they believe in the teachers,
the adults,
instead of the Europeans
they believe in the teachers
and the adults
in front of the children,
the students of the third world,
the non-developed.
If now the Europeans
can see their parts
of their possible futures,
looking to the South,
that gives possibilities
for a cognitive, cultural,
pedagogy demonstration
between the North and the South.
And I think
that that element
is very important
because if we look
at why in the International Monetary Fund
why in the World Bank
why even in some structures
of civil society,
in structures of fair trade
until this year, for example,
there is a level
between that they take decisions
they take them from the North.
And one way to legitimate that
is because we are more developed
and that's why we know more
because we are already there
as adults
and that's why we can be the teachers
and you who are still learning
cannot have the same responsibility
in taking decisions.
If we can break that scheme
we are a step closer
to a deeper democratization
of the relations of power
in our world.
It's not a sufficient step
but it's a necessary step
to democratize our world
and this crisis is European
opens us some windows
some possibilities
to plan the new
democratic pedagogy
for the relations North-South
and that's important
to learn from the South
and think
about the meaning
of Latin Americanization of Europe.
