Lesson 2: Learning from the Campesinos

There are numerous projects aimed to uplift lives of the people in the rural
areas. These projects were carried out through the support of various groups such as
national governments, international organizations, bilateral aid agencies,religious
groups, private firms, citizens' associations, self-help organizations. Beneficiaries of
these projects often include farmers, women , youth, and the whole rural population.
These two projects held in Mexico discuss how rural development was initiated through
communication projects.
I. Project 1. Radio Huayacocotla
A. Country : Mexico
B. Audience : Peasants, rural population
C. Objectives: To establish a radio-school that promotes education to alleviate
proverty and injustice

D. Starting date: 1965

E. Sponsors: Catholic Church
F. Description:
 Huayacocotla is located in Mexico which includes several municipalities of
predominantly indigenous population. They lived in seclusion and isolation.
Thus, telephone and electricity was atypical and no local television or radio
stations existed at all. The only option for the local population was listening to
the stations from neighbouring states.
 Radio Huayacocotla was the first radio-school of México, and aimed to
provide basic education. It was an initiative developed by Hector Samperio,
the priest of Huayacocotla parish, who in turn received support from the
Universidad Iberoamericana in helping to clear legal matters with government
institutions.
 Radio Huayacocotla promoted the idea that underdevelopment, poverty and
injustice were mainly a result of lack of education.
 There were several phases of the project: 1) swift expansion to where which
126 radio-schools were established; 2) promotion of community participation
and education as a process for holistic development; 3) restructuring,
diversification, and participative programmes; 4) peasantry defense against
abuses of local landlords and politcal bosses.
G. Results:
  The establishment of the first radio-school inspired other Mexican states to
set up their own radio-schools.
 The station is etremely influential in the process of informing, forming
opinions and training.
 Its programmes make the effort of recovering the culture, the music and the
philosophy of peasantry in the region.
 The systematic denunciation of repression and violence contributed to
generating a collective consciousness on human rights.

H. Strengths:
 Collaboration among people
 Model of sustainable and self-managed development
 Use of various media in support of the radio-school through use of textbooks
and brochures
I. Weaknesses
 Participation of rural people took much time and effort
 Radio Huayacocotla was transmitted in short wave making it difficult for some
regions to get the signal.
 It lacked power to fight against pressure from local landlords when suspension
was given and denied their license.
II. Project 2: Plan Puebla
A. Country : Mexico
B. Audience : Campesino in the Puebla Valley
C. Objective : To establish an agricultural program for stepping up corn
production
To support the program with an agricultural information
D. Starting Date : Began in 1967, expanded in 1978
E. Description :
 The plan was carried out by researchers, agronomists, educators, mass
media specialists, anthropologists, administrators, government officials,
and bankers.
 Information dissemination to farmers and feedback to researchers and
administrators relevant to project development nd innovation adoption
were done using the same channel. Communication is more circular than
two-way, was non-stop and participatory.
  Posters, audiovisual aids and handbills, soundtracks were utilized. There
were also drama and radio programs which aired weekly and facilitated by
campesinos.
 There were also films which were acted upon by campesinos.
 Campesino dance troupe organized a skit depicting the plight of
campesinos against middleman.
F. Results:
 There was an increased awareness of new agricultural technologies and
techniques among the farmers causing the increase of corn yields, and
income they generate.
 Living conditions among campesinos improved.
 Farmers became supportive to group activities.
 Campesinos defaulting on farm loans lessened dramatically.
G. Strengths:
 Participatory Learning
 Risk-sharing
 Long-range planning
H. Weakness:
 Lack of monitoring and evaluation on farmer’s adaptability to recommended
practices
 Caused confusion when agronomic information was changing
As exhibited in these two case studies, not only the initiatives from sponsors are
vital in rural development, but mores, the active participation of the locals. The locals
should be partners for changes instead of merely being beneficiaries of rural
development initiatives. It is through participatory communication, content of media
projects had showcased variations involving topics on agricultural technology, health
and hygiene, family planning, co-operative development, literacy training, '
conscientization ' and so on. This only exhibited how communication projects cultivated
the nature of man relevant to learning, change, and society (Diaz-Bordenave, 1977).

Reference:
Diaz Bordenave, J. (1977). Communication and Rural Development . United Nations
Educational, Scientific and Cultural Organization