Free and Community Education
The state education system is the main apparatus of indoctrination of the society. The premise is that education is more and more a commodity and not a fundamental human right. The institutions do not hold legitimacy to educate the futue generations for the benefit of a capitalist marketplace, focused on consumption, competition, violence and individualism. Obsessed about deshumanizing the person, we reduce the activity of learning activity to memorization, repetition, routine and totests.
Besides  rebelling against the submission of childhood to dominant  institutions, we need to practice the right to continous lifelong learning, without  having to assume the payment of the price imposed by  public or private institutions responsible for education.
The  need to investigate,  understand and learn are present throughout the life cycle. Many  projects focus on providing opportunities for all to access knowledge  uncoditionally if one holds the interest in learning  and in cultivating  curiosity and imagination. 
We have the responsability to share knowledge and learn to create self-managed initiatives, to defend human potential that the system tries to annihilate.
Free Education Initiatives
The task of liberation and breaking with the dominant educational system is not easy. From 6 years-old on, educational alternatives that are not regulated under the rules of regular schools enter into a legal vacuum, to which there is usually no governmental response, but  nothing that assures them that they can not be prosecuted or controlled. In return, there are different strategies to address these legal risks, defending the right to choose the free education of their children by the family. Some options may be the creation of education cooperatives or legal recognition through distant learning. 
Free schools and various educational experiences encountered in community centers or  also often cultural initiatives promoted by families, are born from the desire to stimulate integral growth of the person and encourage a fully autonomous being.
On the basis of free educational practice can be considered free expression, stimulation of all the senses, experimentation and  co-creation, thus fostering  personal and collective freedom. The existing multiple pedagogical lines show the diversity of intuitive methods in their practices. Thus we can find the Montessori method, libertarian pedagogy, the intuitive method of Pestalozzi, popular education… among many others that can reinvent or emerge with  experience.
Finding different and creative ways to coordinate these efforts to establish a solid bases of an educational system we want. Legal protection is a  challenge for the free education movement.
In any case, the best defense is mutual support and self-organization among all those who believe in the right to education outside state control. So the task of an integral cooperative is to address the cases of educational pursuit that can be generated in a coordinated manner.
Towards a self-managed education system. Education offices and collective learning spaces
Setting specific definitions of each initiative would be a great first step to classify the information and thus facilitate access for everyone interested in free education. To enable constant updating of resources, we suggest the creation of an education office.
Personalized support could be provided by persons accompanying and advising individuals, families and groups interested in participating in the various projects based on the overview of the various initiatives, trust relationships and support, respecting their particularities and  encouraging the development of their potential and interests.
Education offices promote the creation of new initiatives by encouraging synergies between people and groups sharing common interests.
As an organizational model it can be replicated and recreated anywhere, facilitating links in the local environment and ensuring the autonomy and self-management of each one of them, with the support of the  entire network of active projects.
The educational network that we are talking could constitute informally a  set of free school projects, social libraries and free universities.
Autonomous and self-taught learning is enriched exponentially if given within a collective framework. So it is important to facilitate the creation of these spaces of open and self-managed collective learning, where the public use can be expanded. To facilitate the growth process and creation of new areas, facilitators shall assume the role of mobilization and creating contact between individuals, groups,  collectives and communities that can develop new projects.
As it is likely that we will have no state resources, and since we want to keep education as an inalienable right, it is essential to  implement a new model of community self-management, where everyone collaborates  in order to sustain the educational spaces not only  depending of the   financial contributions of families, but on the  commitment and  mutual support of all users. The professional educator will take responsability on a comprehensive economic model, meaning, progressively getting rid  of the materials needs related to the official currency, so the  exchange,  social currencies and the communal economy will be incorporated into one’s own lifestyle.
It is our responsibility to work on building and developing together a  free educational system, open and accessible to all. This is necessary and indispensable for the development of the society that we want.
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