By Olga Ramos
March 24 the country was surprised with the publication of the Ministerial Resolution 17621, enacted by the People's Minister for Defence, Commander Carlos José Mata Figueroa, entitled: Comprehensive Plan Military Education Bolivarian National Armed Force. The first and instant reaction of people to their content, focused mainly on the claim to modify the current curriculum of regular school. However, this is one of the four aspects that should command our attention.
But before going on to bring these four aspects, it is important to note that throughout the text, this resolution has repeatedly two contradictions: he says that military training should be commensurate with the requirements of the XXI century, but is based on documents and ideas of 1800, and mentioned on several occasions the humanist vocation education and the purpose of training for peace, but its base is inscribed in the doctrine of national security and defense and its associated geopolitical vision. These contradictions may explain the treatment to be made of some of the items contained in the resolution. The four aspects of the resolution should call our attention are: the existence of a new Venezuelan military thought, the amended claim all existing national curriculum for basic education so as to change the curricula of higher education, the role of militias in implementing the plan and curriculum content of military training.
The existence of a "new Venezuelan military thought"
What is called "new Venezuelan military thought" in this resolution, takes its inspiration from the so-called tree with three roots (geopolitical and moral vision of Simon Bolivar popular education and the ideals of Simón Rodríguez endogenous development forcibly associated with Ezequiel Zamora), but also in the doctrine of national defense and security which underpins this peculiar conception of "integral defense of the nation" as a work "civic-military" is restricted to defend the country from internal and external threats that arise . From that perspective, everything that is different or has goals or interests that compete with themselves is classified and treated as an enemy. This logic is far from the one based on peace and tolerance are fundamental values \u200b\u200benshrined in the Constitution.
Phrases like "the defense or homeland security is a permanent objective of the Government, the State and organizations of the People," "doctrine Nation's war stems from its political doctrine, "" defensive action of the Nation extends from its geographical boundaries to the ideological configuration of the People in each and every one of its inhabitants "allow us to illustrate the logic behind this of thought and explains to a large extent, both attempts to curricular changes, such as the role of militias in this scenario, we will see below.
Once the resolution sets out reasons and describes the general aspects of military training, the MPP for the Defense, without rhyme or reason, is among the leading educational authorities in principle says rector of Military Education, but then begins an exotic argument for the implementation of "a new educational dynamics with a very particular approach: Education for the Defence", with phrases like that in the LOFAN there is "a set of functions that implicitly drive the implementation of the management of military educational modality beyond the scope of military space. " From this solid argument states that mandates the Integrated Defence Education at the heart of the national education system integrator. "
But when you go to the implementation of this provision, the resolution states the Integrated Defence Education will be held at the National Education System as a subject and as a central integrator in the subsystems of Basic Education (ranging from kindergarten to high school) and university education. This means in practice that requires not only the art design, and training of teachers who will be dictated by the adjustment of school hours, involving eliminate hours of the current curriculum areas for open space school. Will the hours of Social Sciences which develop the topics of civic education?
But the Integrated Defence Education is not only matter, but integrating axis, which in practice means that all teachers will be trained in their content to be integrated into the development of other curriculum areas and subjects. Long and daunting task that requires the MPP for the Defense of National Education System, in his new role as "rector."
This unconscionable usurpation of functions and the attempt to use the national education system to develop a new concept of state "civic-military" are absolutely unacceptable in the constitutional framework and in a society of citizens.
militia's role in implementing the plan
For Everyone knows that the creation of militias is unconstitutional, but have been included in the recently approved LOFAN. The mission is to give them credit for training, preparation and organization of the people to the overall defense of the nation. These behave as a connecting link between civilians and military for the formation of the very union named "civic-military" has been entered for this government since before its inception. And the role and mission are very worrying. However, the resolution in question, there are two things to worry more.
The first is that, as part of the functions of Deputy Minister of Defence Education Integral, the military developed for the military-style education, plans and programs of study of the subject or subject called "Education for Integrated Defense" and administer the programs of this modality. This provision, as outlined in the previous section, is totally out of place, because it can not be left to a body "not military" or no pedagogical training, developing plans and programs and their administration in the military training schools.
The second is the incorporation of militias to the development of Motor Third Moral and Enlightenment, as we all know, is a program that this government has brought forward to promote political education of the population through study circles throughout the length and breadth of the country. This program, like all related to the ideological formation of the population has been less successful. However, the incorporation of militias and the determination of inclusion as a theme of "Education for the Integrated Defense" could give a new look, trying to "seed" for the country, this view is far from enough training and civic spirit.
The curriculum of military training
This is one aspect that seems to have gone unnoticed over the resolution. Perhaps it was well before the public and not within the Bolivarian Armed Forces, they will know. Most of the resolution set out in a series of pictures the general guidelines to strengthen military education as a modality in the education system. But in the last page shows 4 pictures whose quality, in terms of content, leaves much to be desired and can not really appreciate, what is the graduate profile to be achieved in the form of military education. In fact, the first box said to contain the philosophical currents that underpin the curriculum. These streams are: Pragmatics, Reconstructionist and Dialectic. However, when reading the definition associated with each of these currents, we find that these have little to do with the current philosophy that they seek to define. But if this were just a mistake and this picture is correct, it is important to ask about the compatibility of these currents with military training and how they behave, fulfilling their duties, members of the armed forces formed with reconstructionist approach. The second box, containing the "educational approach" of everything contained in the resolution, is the least serious.
The third and fourth tables in this section, honestly, do not say anything. Should contain elements to develop the graduate profile and include only generalities and description of the profile "academic, occupational and personality" are placed in parentheses indicating only that it should go, but not the description of these profiles. This part of the resolution appears to have been included late and incomplete, which can not be understood if the purpose of the resolution was precisely the curriculum of military education mode.
Contradiction, laying claim to geopolitical logic based on the doctrine of national security and defense over public logic based on peace and tolerance, alienation of roles, a new effort of indoctrination, distortion of military training and mediocrity are the most worrying aspects of this resolution for the Defense of MPP. Posted
Analytical Vision Digital Magazine April 2011:
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