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Neill and Summerhill School
Here we focus on another school's pioneering anti-authoritarian pedagogy, teaching or non-directive libertarian pedagogy, but in this case more democratic, including its creator describes, situated a little to start where you are and where is this school.
Summerhill is an English school founded in 1921 by Alexander Sutherland Neill. It is a pioneer in the movement of democratic schools. Cares for children from primary and secondary education. Currently the director is the daughter of AS Neill, Zoë Neill Readhead.



Summerhill School is very important to know that a democratic school is characterized by two basic principles: the ability of students to choose whether they want to attend class and dynamics of assemblies, where everyone participates, to decide the rules of the school.
This in particular stands out to argue that children learn best free instruments of coercion and repression used by most schools. All classrooms are optional, students can choose which they wish to attend and do not want.
In "Summerhill" develop an education based on the following pedagogical principles Neill defended in his works:
• Strong belief in natural goodness of humans.
• Happiness as the highest aspiration of education
• Love and respect as the basis of coexistence
• The importance of corporeality and sexuality.

From these principles relate to the thought of Rousseau and Wilhelm Reich, the school functions with special characteristics that differentiate it from conventional schools. These include:
• No exams and grades.
• Attendance is not compulsory classes.
• The assembly as its management.
• No reprimands and sermons.
• Equal treatment between children and adults. This pedagogy
mark is not strictly a road or concrete model to children. It is necessary to ensure that determines itself without coercion or fear and to choose the lifestyle that makes them happier. The adult must avoid projecting in small their hopes and frustrations to achieve this goal. Although
offer classes and workshops of all kinds, Summerhill is primarily a community rather than a school. The real learning occurs in the mixing of boys and girls, self-governance and the exercise of responsibility. Through respectful interaction with others, children learn to live in society.
also highlighted the importance given to the game and the artistic and creative activities such as theater or dance. Against this book takes second place in education, and there are matters which would disappear completely, like religion.
implies a government that is the assembly, adults and children it involved and vote in full equality to resolve disputes or decide laws. Operation is also regulated and there are several positions and rotary unable to write minutes of meetings and moderate discussions.
Once again we see how other forms of organization of a school and how there are different educational models, and not just have to stick to which we have always taught, is as simple as putting a bit of interest in which has been used above.
Finally, in the words of Neil, "a child should live their own life - not a life that their parents want to live, not a life determined by a teacher that comes from knowing what is best for the child. "

Alexander Sutherland Neil.

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Summerhill School Education dietary-nutritional programs in public health

Whenever we speak of educational models, the head comes to classroom lectures, but there are other educational models such as the teaching of tics and values , and let's talk about today is so important how are you, is the education of food-nutritional programs in public health.
This education is of such theorizing, verbal, and from the perspective of educators, without contacting the students with the reality of health institutions to interact critically with patients and staff implementing the programs.
One of the problems that arise in learning food and nutrition in public health is the lack of trained teachers for the implementation of participatory programs with students. Professor authoritarian, and lacking in humility, leads to mastery of knowledge environment in which there is no room for participation and innovative skills of students and community with whom we work. Incorporating students
programs of primary health care with the concept of "Integrating teaching service" dates from the seventies, when interest begins to carry out practical training of health professionals in institutions.
In 1979, WHO brings together 20 of the powers innovative, forming a network of collaborating institutions, setting objectives:
• Strengthen educational activities aimed at community based on specific problems.
• Improve the ability of teachers to teach the community-oriented practice.
• Promote and coordinate the introduction of the concept of population health in the systems of health services and education programs.
• Work with innovative institutions to improve health care
According to this program, training of health human resources, must respond to the needs of society, so that the student be incorporated to the practical processes of teaching, research and care in health services.
The study is based on critical-interpretative epistemology, in which not only plays a critical educational reality, but are generated proposals for change with the participation of the subjects of teaching and learning process. The methodology is participatory action research, where social actors involved in the analysis of quantitative and qualitative data to everyday educational practice experienced by students, academics and health workers, using the techniques of ethnographic participant observation, survey and workshops of self-reflection to define the actions of transformation.

is a case study of the learning units "Nutrition Applied to the Community" and "Professional Practices Seminar and Research in Community Nutrition."
To conduct the study and analysis of the case, using various methodological procedures organized into three-dimensional analysis described below
- Educational Dimension: Referring to the analysis of educational content and methodology used for learning and assessment skills in the area of \u200b\u200bfood and nutrition in public health
- Dimension technique for diagnosis: Regarding the methodology used to conduct the situational analysis of anthropometric nutritional status, food consumption and the determinants and constraints of a population to develop and implement dietary-nutritional programs.
- Evaluation of perceptions of learning skills for students facilitators: Analysis of the perceived level of student learning to play the role of facilitator in the development of situational analysis, planning and implementation of health and nutrition programs .

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BARBIANO SCHOOL (EDUCATION DIFFERENT) SOMATERAPIA

SCHOOL
BARBIANO
Barbiana was a city of Italy, already, was a priest (Don Milani), who had established a night school and here was the need to create another school here, and convinced the parents of the children.

Classes were outdoors, no blackboards, no books, no suspense and all were able to study.
began to go the next village children that drew poor grades, liked the experience so much that they changed school.
There were two options, or were leaving the school after 1st or going to Barbiana, was the only school which could be reached on foot and many people had no money to use transit, walking had 2 or 3 hours to the school door.

The only duties that were placed, were to study well and long, 7 days a week, it was necessary to recover the centuries of backwardness.
No class was equal to another, had lectured on astronomy and more.
When one is mistaken for others served to learn, there was neither first nor last in class and Don Milani did not stop until all learn the lesson of the day, even the most backward part in class with the help of the most developed everyone learned from everyone.

The only matter which is taught strictly was Italian because I wanted learn to speak well because in the future serve as a weapon against the ruling class. Daily

Don Milani took the paper and made them read in class to discuss major items, there were two or three hours a day reading the newspaper and who was not aware the information asked of the articles.

geography is taught indirectly, to read between the lines, the hidden message of an article ...
are working with enthusiasm because education was a war to win, the teacher was very strict and did not want his students to talk about football, I wanted recover all the lost time earlier, and children had just really tired.

also be taught to swim and build a pool, they were taught to drive, and helped friends and parents in the education of children.

Barbiana Many visitors were going to get to know Don Milani because I was curious about this good teacher she had heard.

In conclusion, this school taught ensure that children knew when they were adults to fend for themselves and be self-sufficient, it was a good learning method which all teach at all because that no child is left behind so everyone learned.