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</o:shapelayout></xml><![endif]--></head><body lang=ES-MX link=blue vlink=purple><div class=WordSection1><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>ICAE Virtual Seminar<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:18.0pt;font-family:"Cambria","serif";color:#3939EF'>“Adult Education and Development: Post 2015”<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:12.0pt'><o:p> </o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Comment by Inayatullah from Pakistan<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>President of PACADE <o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Dear All,<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>While I generally endorse the points made regarding Hinzen's most perceptive paper, as far as the achievements of EFA Goals in developing countries is concerned, unless governments in these countries make very special efforts and provide adequate funds (at least 4 percent of GDP), the possibility of realizing these goals will remain a distant dream. Take for instance Pakistan which is required to attain Literacy rate of 86% by 2015, claims to have reached hardly 58%. At this rate it will take more than 2 decades for it to reach the targets. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>It is also unrealistic to expect that the civil society/NGOs can make any substantial contributions. Exception apart, only government has the resources to establish tens of thousands of centers to speedily spread adult literacy.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In Pakistan currently 60 million people of age 10 and above are totally illiterate.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Instead of laying down and in fact repeating known ideas and strategies for Access and Quality of Learning, in general terms, it is time that ICAE and its regional components concentrate on some of the countries left far behind the rest of the world and focus efforts on advocacy and mobilization of funds to ensure that governments and civil societies in these countries are substantially helped to launch the necessary plans and programmes. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Merely restating or recounting the need for undertaking good programmes and desirable strategies will not be of much use. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>To repeat, efforts must be focused on laggard countries, as suggested.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>High Regards,<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Inayatullah - President PACADE <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Ex-Chairman National Commission for Literacy and Mass Education, Pakistan <o:p></o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span style='font-size:14.0pt;font-family:"Cambria","serif"'>………………….<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'><o:p> </o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Comment by Carmen Campero from Mexico<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span lang=EN-US style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>IALLA VII <o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt'><b><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>(ver abajo versión original en español )<o:p></o:p></span></b></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>I want to acknowledge the important work of ICAE in various current international scenarios, mentioned in different contributions to this seminar, to position the education of youth and adults (ALE) in global agendas, from a broad and comprehensive view, based on the exercise of human rights, which largely outlines the action Plan for the Future of CONFINTEA V.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>This task performed by ICAE, along with other networks, associations and foundations, is also key because in national education policies of many countries, including Mexico, ALE takes second place, and a compensatory approach centered in achieving quantitative targets in terms of literacy and basic education (primary and secondary) certificates predominates in its proposals, leaving aside the quality of educational processes and other areas of action included in this educational field. In this context, we do advocacy based on the commitments made by Mexico in the international level, in other socio-educational practices and in the results of researches conducted from different methodologies. </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>I would like to highlight two aspects mentioned by Heribert and Alan.</span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>The first one relates to the importance that decision makers at national and international level understand the contributions of young and adult education in overcoming poverty and the efforts to ensure a better quality of life for many of them, for the exercise of their rights: in other words, we need to have evidence that supports that education makes a difference in the lives of people. This is where research from different methodologies, incorporating qualitative research and that related to popular education such as the systematization of experiences and action research, regain importance. Therefore, it is also essential to position the importance of promoting policies to encourage research in ALE that promotes diversity of strategies and methodologies to produce knowledge beyond many stuffy proposals by the "academy". It would also be very good that Alan shares the league of the Research Center on Major Benefits of Learning of the Institute of Education, University of London. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>In this sense, in the short term, in order to have evidence of the importance of ALE, it would be positive to launch a broad initiative to get testimonies from young people and adults about how education has made a difference in their lives (the axis and strategy should be specified), something like those presented in the issue of the Dvv Journal Education and Development, which is the basis of this seminar, but they should be shorter. A similar experience is the call made by CLADE a year ago, for videotaping interviews with literate people which are part of the "Amplifying Voices" project. </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>A second comment refers to Alan's proposal of suggesting a clear and understandable goal and defining measurable indicators, he particularly intends to do so from the objective of "Providing quality education and lifelong learning for all"; I would propose "... for the entire population", to use inclusive language and make women visible. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>If this proposal is adopted, there is a concern about it: that some studies in relation to Latin American show that the region does not speak of lifelong learning, but of education or teaching and learning processes with young people and adults, making reference to the programs and actions that take place in multiple spaces and modalities and that target diverse sectors of the population. For some colleagues, a concern of speaking only of "lifelong learning" is that this might imply, implicitly, to relieve from governments the obligation to promote specific policies and programs for realizing the right to education of all persons, as well as neglecting the importance of professionalism - training and working conditions - of educators working in this field of education. I consider these two aspects would have to be incorporated into sub goals and indicators, in order to avoid those risks. </span><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p></o:p></span></p><p class=MsoListParagraphCxSpFirst style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Two other issues to discuss are the importance of the use of inclusive language to make visible boys and girls, young men and women as well as adult people, many of whom are women, as another means for positioning the gender perspective and its inclusion in the agendas. Taking into account the distinctive features of each language, we have to search for terms that make women present; for Spanish these could be: population, adult people and sometimes mention at least in some parts of the documents: men and women, men and women educators… <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Finally, to be aware of participating in face to face and virtual spaces to position our proposals, as the one convoked by Carol from UIL. <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>All best wishes from Mexico. <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Carmen Campero Cuenca <o:p></o:p></span></p><p class=MsoListParagraphCxSpLast style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'>National Pedagogical University and Youth and Adult Education Network <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span lang=EN-US style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>…………………….<o:p></o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>Comentario de Carmen Campero desde Méjico<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><b><span style='font-size:14.0pt;font-family:"Cambria","serif";color:#3939EF'>IALLA VII (Versión original en español)<o:p></o:p></span></b></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Quiero reconocer la importancia del trabajo de ICAE en diversos escenarios internacionales actuales, mencionados en las diferentes participaciones de este seminario, para posicionar la educación de personas jóvenes y adultas (EPJA) en las agendas mundiales, desde una mirada ampliada e integral, fundamentada en el ejercicio de los derechos humanos, que delinea en buena medida el Plan de Acciones para el Futuro de CONFINTEA V.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Esta tarea que realiza ICAE, junto con otras redes, asociaciones y fundaciones, también es clave ya que en las políticas educativas nacionales de muchos países, entre ellos México, la EPJA ocupa un lugar secundario, y en sus planteamientos predomina una orientación compensatoria y centrada en el logro de metas cuantitativas en términos de certificados de alfabetización y educación básica (primaria y secundaria), dejando de lado la calidad de los procesos educativos y otras áreas de acción que incluye este campo educativo. En este contexto, las acciones de incidencia que realizamos se apoyan haciendo referencia a los compromisos suscritos por México en el ámbito internacional, en otras prácticas socioeducativas y en los resultados de la investigación, realizada desde diferentes metodologías. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Quiero destacar dos aspectos que mencionan Heribert y Alan.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>El primero se refiere a la importancia de que los tomadores decisiones a nivel nacional e internacional, comprendan las contribuciones que tiene la educación de personas jóvenes y adultas en la superación de la pobreza y en los esfuerzos por garantizar una mejor calidad de vida, para muchos de nosotras/os, para el ejercicio de sus derechos; en otras palabras, requerimos tener evidencias de que la educación hace un cambio en la vida de las personas. Es aquí donde la investigación desde diferentes metodologías, incorporando las de corte cualitativo y vinculadas con la educación popular como son la sistematización de experiencias y la investigación acción, recobran gran importancia. Por lo mismo, es clave también posicionar la importancia de impulsar políticas de fomento a la investigación en EPJA, que promuevan diversidad de estrategias y metodologías para producir conocimientos, más allá de muchas acartonadas que plantea la “academia”. Además, sería muy bueno que Alan comparta la liga del Centro de Investigación sobre los Mayores Beneficios del Aprendizaje del Instituto de Educación de la Universidad de Londres.<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>En este mismo sentido, a corto plazo, para contar con evidencias sobre la importancia de la EPJA, se podría lanzar una iniciativa amplia para recuperar testimonios de personas jóvenes y adultas sobre: en qué la educación ha hecho un cambio en sus vidas (habría que precisar el eje y la estrategia), un poco como los que se presentan en el número de la revista Educación y Desarrollo de la Dvv, que es el sustento del presente seminario, pero tendrían que ser más breves. Una experiencia parecida es la convocatoria que nos hizo CLADE hace un año, para video grabar entrevistas a personas alfabetizadas las cuales forman parte del proyecto “Amplificando Voces”. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Un segundo comentario es sobre la propuesta de Alan de plantear una meta clara y comprensible y definir los indicadores susceptibles de medición, en particular propone hacerlo a partir del objetivo “Proporcionar educación de calidad y aprendizaje a lo largo de toda la vida para todos”, yo propondría “… para toda la población” para utilizar un lenguaje incluyente y hacer visibles a las mujeres. <o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>De adoptarse esta propuesta, una inquietud al respecto, es que algunos estudios sobre América Latina muestran que en la región no se habla de aprendizaje a lo largo de la vida, sino de educación o procesos de enseñanza y aprendizaje con personas jóvenes y adultas, haciendo referencia a los programas y acciones que tienen lugar en múltiples espacios y modalidades y que se orientan a sectores diversos de población. Para algunos colegas, una preocupación de hablar únicamente de “aprendizaje a lo largo de toda la vida” es que pudiera implicar, de manera implícita, quitarle la obligación a los gobiernos de promover políticas y programas específicos para hacer realidad el derecho a la educación de todas las personas, así como dejar de lado la importancia de la profesionalización - formación y condiciones laborales y de trabajo- de las educadoras y educadores que trabajan en este campo educativo. Considero que estos dos aspectos se tendrían que incorporar en los sub objetivos e indicadores, para evitar esos riesgos. <o:p></o:p></span></p><p class=MsoListParagraphCxSpFirst style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Otros dos temas a comentar son la importancia de que utilicemos un lenguaje incluyente, que haga visible a los niños y las niñas, a las y los jóvenes así como a las personas adultas, muchas de las cuáles son mujeres, como un medio más para posicionar la perspectiva de género y su inclusión en las agendas. Considerando las particularidades de cada lengua, tenemos que buscar términos que hagan presentes a las mujeres; para el español podrían ser: población, personas adultas y a veces mencionar de menos en algunas partes de los documentos: educadores y educadoras, hombres y mujeres, ellos y ellas … <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Finalmente, estar pendientes de participar en los espacios presenciales y virtuales para posicionar nuestras propuestas, como al que nos convoca Carol de la UIL. <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'><o:p> </o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Un abrazo desde México <o:p></o:p></span></p><p class=MsoListParagraphCxSpMiddle style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Carmen Campero Cuenca <o:p></o:p></span></p><p class=MsoListParagraphCxSpLast style='margin:0cm;margin-bottom:.0001pt;text-align:justify'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>Universidad Pedagógica Nacional y Red de Educación de Personas Jóvenes y Adultas <o:p></o:p></span></p><p class=MsoNormal style='text-align:justify'><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p><p class=MsoNormal align=center style='margin-bottom:0cm;margin-bottom:.0001pt;text-align:center'><span style='font-size:12.0pt;font-family:"Times New Roman","serif"'>………………<o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p></div></body></html>