Pueblito Canada

Dominican Republic

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Following the devastation of Hurricane David, Pueblito replicated the children’s village model in the Dominican Republic. It was there that we gained experience providing a wide variety of development programs for children in poor communities and their parents.

¡ArtWorks2! – Nicaragua

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¡ArtWorks2! trained 33 rural community preschool teachers to use an new approach to the classroom environment, based primarily on art, which has all the necessary elements to encourage a child’s development despite the impoverished setting.

Preschool Lunch Program – Nicaragua

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Pueblito’s Preschool Lunch Program worked for 4 years to meet the nutritional needs of preschool-aged children who live in Managua’s poor, urban neighbourhoods and attend what are called community preschools. From 2007-2010, 1000 children, aged 3 to 5, benefited directly from the project.

The Preschool Lunch Program provided community preschools with funds for food staples for the 10-month school year (February – November). Local mothers then used the food to prepare hot lunches 5 days a week for the students.

Brazil

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Pueblito Canada worked with the Movement for the Promotion of Child Care Centres (MLPC) for almost 20 years to improve the conditions at child care centres in the city of Belo Horizonte (Minas Gerais). Through MLPC, Pueblito Canada was reaching over 15,000 children under the age of six in the poor neighbourhoods of that city. MLPC has been a leader early child care in Brazil for over 25 years and has successfully intervened with the Brazilian federal government to shape new policies for Early Childhood Development (ECD) on several occasions. Some of the projects included the Art and Education Project and Through the Eyes of Children. Both projects provided training in ECD to pedagogic coordinators and educators in the child care centres using a train-the-trainer approach facilitated by experts from Ryerson University, Toronto, the third partner in that relationship from 2000-2003.

Mexico

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In 1995 in Mexico City, Pueblito Canada and Cirque du Soleil, in conjunction with CEJUV, the local counterpart, launched the Machincuepa Circus. The program targeted youth at risk, specifically those young people living on the streets in the fringe communities of Mexico City. The program provided the young people with the opportunity to get educated and to grow, using the practice of circus arts to create a sense of identity, build self esteem and rebuild their relationship with their community and society in general.

Costa Rica

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Pueblito Canada began in 1974 with the vision and leadership of Peter Taçon, our founder. Peter and many friends set out to improve the lives of the vulnerable and neglected street children in Costa Rica. Together with a group of Costa Ricans, they founded a Children’s Village as an alternative to government orphanages. Costa Rican couples were selected as foster parents and lived with the children in the “Pueblito”, Spanish for “village”. The villages became fully funded by the Costa Rican government in the late 1980s and Pueblito moved on to concentrate on the projects that were developing in the Dominican Republic, Brazil and Mexico. Many original volunteers continue to support Pueblito today inspired by the vision and energy of the original project.

MyBEST

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Project partner: FADCANIC (Foundation for the Autonomy and Development of the Atlantic Coast of Nicaragua)

The MyBEST project supports and improves bilingual education in indigenous communities in Pearl Lagoon. We are training teachers in managing a bilingual classroom. We are also creating classroom resources for grade 1 and 2 in the native language of the surrounding communities.

We are working with 50 teachers, 400 parents and 2800 preschool, grade 1 & grade 2 students to help schools serve the needs of their communities.

MyBEST is a 3 year project that runs through to the beginning of 2014. Pueblito gratefully acknowledges the support of the Canadian International Development Agency (CIDA) for this project.

Primary Colours

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35% of children who leave school in Nicaragua drop out in Grade 1. Schools there are not fun. They use outdated teaching methods that make 4 year olds sit, listen and memorize for 4 hours at a time. Corporal punishment also pushes kids out of school.

Primary Colours trains teachers to use interactive, arts-based teaching methods and to stop using corporal punishment. Teachers are learning that play and art is a better way to help their students learn.

We are working in 12 public primary schools in Estelí, Nicaragua with 98 teachers, 29 school counselors, 360 parents and 8,350 children. We are making school a place that allows children to reach their full potential.

Primary Colours is a 3 year project that runs through to the end of 2011. Pueblito gratefully acknowledges the support of the Canadian International Development Agency (CIDA) for this project.

El Triunfo

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Project partner: COCODE (El Triunfo Community Development Association)

The El Triunfo Education Project provides an affordable middle and high school education to indigenous Mayan children in communities in the mountains of Solola, Guatemala. 66 children benefited from the project in 2010 by attending classes in grades seven to nine. An expansion project of the school was completed in October 2010 which enabled the school to enroll its first grade ten class in 2011.

Global Education

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Since 2009 Pueblito has been promoting awareness about social justice, international development and global issues in Canadian classrooms. We have provided high quality workshops to 1000 students from grades 1-12 in the Greater Toronto Area. See our Social Justice, Arts and Citizenship, and Children’s Rights lesson plans.

In addition we hold several public awareness events to communicate the challenges and successes facing our partners. See news about upcoming events and photos and summaries of previous events.

What is Global Education?

Global education empowers learners to make changes in the world around them. It helps them to grow and develop in areas that traditional education does not. Global education should encourage learners to develop mentally, physically, emotionally, psychologically and socially. Our approach to global education seeks to not only deepen the learner’s understanding of global and local issues but also to support them to work toward finding solutions and engaging in solidary actions with other people to create positive social change. While many global education programs focus on Northern or “developed world” participants as global citizens and change agents, Pueblito seeks to challenge notions that “we” are global citizens and “they” are not. Our programs in Central America reflect the same transformative learning principals as our efforts at home. We seek to create global citizens through transformative education both in Central America and in Canada. We also provide opportunities for these groups of learners to interact and enrich their understandings through profound experiences and exchanges.

Pueblito Canada also contributes to transformative education at home, in Canada, by engaging in innovative educational programs that bring our experiences and learning from our work in Central America to communities in Canada. We accomplish this through,

exchanges between our Canadian community and our Central American partners,
transformative learning experiences for Canadians in Central America
professional development exchanges between educators
Innovative workshops with Canadian students that draw on our work in Central America
Events that promote awareness about challenges and successes of our partners in Nicaragua
exchanges between our Canadian community and our Central American partners,
transformative learning experiences for Canadians in Central America
professional development exchanges between educators
Innovative workshops with Canadian students that draw on our work in Central America
Events that promote awareness about challenges and successes of our partners in Nicaragua