IMPRENTA MANUAL
In schools, libraries, and communities as a teaching support tool. Developed by Irene Vasco and Jairo Ojeda.
Manual printing originated in the ideas of French educator Celestin Freinet. In the 1980s, Colombian composer Jairo Ojeda heard about this tool for training writers and wanted to implement Freinet's programs in his country. Given that the printing presses on the market were very large and used lead fonts, he sought a more suitable solution for schools and libraries. Since then, Jairo Ojeda has dedicated himself to creating prototypes of portable printing machines, complete with rubber letterpresses, inks, typesetters, and rollers.
Since 2002, Jairo Ojeda and Irene Vasco, with their Manual Printing project, have visited schools, libraries, and community centers, both in large cities and remote rural areas, with the goal of training readers and producers of texts, building on traditional oral traditions and developing the written word through animation activities and the creation of handmade books. The project is intended to develop community and classroom projects in all areas of knowledge.
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Through hand-printing, we seek to facilitate the process of meaningful appropriation of the alphabetic code. By assembling fonts, creating their own texts, creating books, and sharing artistic expressions, the development of readers and text producers is achieved in a natural and simple way, while integrating participants into a collective project, strengthening their values of respect and solidarity.
Additionally, in traditional schools, Indigenous and Afro-descendant children often refrain from expressing ideas and emotions. Seeing their texts written and read by others improves their self-esteem and strengthens their communication skills.
Learning to read and write, both in language to preserve culture and in Spanish to expand the universe and defend against the intruding culture, is essential.
BASIC MANUAL PRINTING EQUIPMENT:
Printing press, fonts in two versions, ink rollers, ink bases, interline plates, wooden wedges, printing ink, type guard cabinet, and instructions.
SO THAT?
To develop community and classroom projects in all areas of knowledge. From free texts, based on children's anecdotes, to books or manuals with scientific or social information, according to the program developed at each institution.
WHERE?
A corner in the classroom, library, or community room is enough to keep all the necessary implements in order: press, type, rollers, plates, papers, etc.
WHO?
The school librarian, teacher, or community leader who supports or develops a creative writing, social research, or scientific research project is responsible for directing the activities.
Very soon, children, upon discovering the ease of operation, take charge of handling and maintaining the equipment themselves.
MAIN OBJECTIVE
Hand printing, as a teaching tool, is used in various educational settings, whether in schools, libraries, or community centers.
Through hand-printing, we seek to facilitate the process of meaningful appropriation of the alphabetic code. By assembling fonts, creating their own texts, creating books, and sharing artistic expressions, the development of readers and text producers is achieved in a natural and simple way, while integrating participants into a collective project, strengthening their values of respect and solidarity.
OBJETIVOS
• Introducir la palabra escrita entre niños, jóvenes y adultos que no han accedido al código alfabético de manera funcional en el aula de clase, la biblioteca escolar o el salón comunitario.
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• Facilitar la integración de la biblioteca escolar a los proyectos educativos institucionales.
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• Transitar de la oralidad a la escritura con el fin de conservar la memoria colectiva que actualmente tiende a perderse por falta de comunicación entre generaciones.
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• Obtener una herramienta que pueda ser utilizada en todos los grados de la escuela, así como en las comunidades rurales, indígenas, afrodescendientes o en situación de desplazamiento.
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• Ofrecer un medio de expresión donde la voz propia se convierte en protagonista, permitiendo que las expresiones individuales se desarrollen y los valores de respeto a las expresiones ajenas se afiance.
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• Desarrollar el espíritu cooperativo a través del trabajo en equipo.
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• Generar situaciones de cuidado del bien común, logrando que el respeto, la tolerancia y la construcción en equipo se incorporen a la vida cotidiana.
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• Permitir que las diferentes etnias produzcan, impriman y divulguen textos en sus propias lenguas, contribuyendo a su conservación en el tiempo.
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• Crear lectores con opinión y criterio a través de la manipulación de diversos textos.
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• Establecer diálogos entre generaciones, permitiendo que las producciones salgan del ámbito escolar y se proyecten a la familia.
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• Intercambiar expresiones culturales entre las comunidades.
• Despertar el espíritu científico a través de la curiosidad, el ensayo y el error.
• Desarrollar la creatividad a través de las expresiones estéticas.
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• Dotar de una herramienta a maestros y bibliotecarios para plasmar sus memorias y experiencias de clase.