Acceso usuarios
Mauren G. Navarro Castillo
There is a story circulating on the Internet and the media about a fictional article from Arnaldo Jabor in which Capo Marcola gives an account of the reasons why he became a drug dealer. This fictional interview is significant because Marcola's statements were taken as true and as it was disseminated by the media it gained strength because it represented the realities of many oppressed groups. The apocryphal story of capo Marcola exemplifies a disenfranchised individual facing extreme hardship who is being forced to make life-changing decisions. Marcola's speech highlights some elements: stratified classes, economic crisis, poor educational system, and government corruption. Many people in Latin America living in similar situations feel identified with Marcola's story (Hoftman, 2009; Filgueira, C., & Peri, A., 2004; Petit, J.M., 2003). Some of these inequalities contribute to the development of "different" values and beliefs in marginalized sectors. Issues that will be discussed in this presentation include an analysis of Marcola¿s beliefs, his construction of learning, knowledge acquisition, and his street smarts. I will address the multiple forms of stratification of the marginalized in order to understand how Marcola's discourse reinforces class inequality; how marginalized people respond to these inequalities; and the role of the educational system in determining the destiny of such groups. Because education is the gateway to political and economic opportunities, it is important to help the marginalized to extricate themselves from this cycle and provide a system that addresses their real needs.
