ABSTRACT

The materials and methods of the campaign emerged from an intense, creative process of debate and discussion, a process that did not end with the publication of the literacy primer but continued throughout the crusade, enriching and strengthening the program. The basic learning materials consisted of a primer, a math text, and a teacher's guide. A ten-step teaching methodology was used with the primer. Two methods— a field diary and a process of community research—were used to facilitate the learning of the volunteer teachers, which was considered equal in importance to the learning of the literacy students. The daily living experience the rural volunteers shared with peasant families created a special bond that ultimately proved to be the most effective ingredient in the learning methodology.