By Philip J. Perez Cruz
Like all great historical events, the significance of the Bay of Pigs victory opens a wide pitch for historiographical insight. The drama and heroism of military confrontation, the battle itself to occupy Playa Larga and Playa Girón, the actions of neutralizing plans Central Intelligence Agency (CIA) in the capital and other cities, and popular support mobilization military and politics around the country, are events that have taken the job justice of the still small detachment of historians who have placed the Revolution in the center of our object of study. Precisely the results obtained confirm that there are still aspects on which we must deepen. "In our country the ideas fought their battles by events," said the Commander in Chief Fidel Castro Ruz, memorable report to the First Congress of the Communist Party of Cuba [1] , but not yet have revealed important enough specificity that the Cuban revolutionary process. Y before, during and immediately after the Bay of Pigs, the battle for the ideological-cultural hegemony forms a central axis of class struggle, which explains and supports the epic itself Cubans who lived between 1959 and 1961. Education will face this reality a leading role.
In Cuba the facts of culture are closely interwoven with political struggles. From the history of the school and teaching can be built Cuban national historic course, their opponents and major battles. As we commemorate the 50 anniversary of the declaration of the socialist character of the Revolution and the victory of Playa Girón, also evoke cardinal events in the history of education.
mercenary invasion on April 17-19, 1961 would be the most serious attempt by imperialism against the mass education movement that the revolution had unleashed.
The mass education movement [2 ]
The liberation war was the most defining cultural event of the life of the Cuban nation, by ensuring their final independence. The cohesion of the masses following the tenets of the Moncada Program [3] The participation of the workers, peasants and popular sectors in the Rebel Army, in organizations and revolutionary cells in the civic resistance movement, trade unions and the great general strike of January 1959, were driving factors of movement national patriotic reaffirmation which was unleashed after the revolutionary victory of January 1, 1959 and in subsequent days.
As never before in U.S. history, the driving forces of national liberation movement were able to unfold without interruption in achieving its goals of emancipation. The working class, peasantry redeemed, students and progressive intellectuals, acting in concert to transform the social order, and solve the fundamental problems of the country. Multiply in fact a genuine mass revolutionary social movement. At this juncture, the political and cultural vanguard validated his ability to drive through the articulation of the principles happy Marti, Marxist and Leninist, learning constant, honesty, exemplary, personal courage and boldness [4] .
This move will create the bases socio-political and historical necessity, for the birth a new educational movement. From the broader articulation of the national popular sectors as a substantial part of a larger project of national liberation ultimately, led by the new cultural and political art, which defeated the pro-imperialist dictatorship, the educational movement would be called upon to face serious problems .
The low educational level of the population, as well as his poor health, was a major obstacle to national development, and above all conscious and organized incorporation of the majority of the revolutionary process. The chaotic state of education in the triumph of the Revolution can be seen through the eloquent details:
50 percent of school-age children - about 800 000 - did not attend school. There were only 170 000 classrooms when needed double. Most schools were located in urban and semi urban areas. Of those enrolled, third grade did not exceed 285 000 children and only 6 of them complete sixth grade. Were outdated because of their age with the level students were enrolled in 500 000 primary and 200 000 of them over 12 years of age. Adult education was reduced to a few night schools in which only 2 965 students were enrolled.
Paradoxically, in the Cuba of the Batista dictatorship, more than ten thousand teachers were unemployed. In a predominantly agricultural country, there were only six farms, schools established in 1909, with an enrollment close to ninety students. Technological education was taught only in a media center that was technical, the rest-about 17 -, graduated skilled workers [5] .
The Ministry of Education, inherited from colonialism, and lack of an educational system , educational, scientific and coherent, properly articulated in their levels. Others were riddled by bureaucracy and corruption.
Despite the patriotism and the delivery of master Cuban public, professional force formed by the neocolonial state had a weak access to the latest scientific educational base. Had to be eradicated not only the intellectual, the verbiage and memorization, but also to develop the scientific worldview of the majority of teachers. Also fighting positions sterile burdened by prejudices seudoprofesionales unionism.
The most serious problem was concentrated in the high rate of illiteracy. According to official data, four Cubans, one was illiterate, and the level of the rest did not exceed the first three grades. Census data conducted in 1953, reflecting the contrasts of uneven development. While in urban areas only 11.6 percent of the people were illiterate in the country this index came to 41.7 percent. In the territory of present eastern provinces was 35.5 percent. The official rate of illiteracy stood at 23. 6 percent - 1032849 of Cubans and Cuban- [6] , but these figures were strongly disputed by contemporaries .
Making
revolutionary
The Moncada program as revolutionary cultural educational project, defined as a central measure to transform the neocolonial educational system, conducting a comprehensive reform of education. The orientation of this reform was therefore clearly defined from the progressive tradition of the Cuban school, one that the priest Félix Varela revolutionary and national hero José Martí, articulated knowledge and belief. The realization of such reform, because of its liberating and the structural nature of the proposed change, said the completion of other tasks at hand. On 19 January 1959 establishing the Commission of Inquiry and Purification of Staff of the Ministry of Education [7] .
face reactionary culture imposed by imperialism and its native followers, the Revolution begins to develop the elements of democratic and popular culture that were present in our people, especially the feeling Marti rescues his love to man, human dignity, equality and freedom, with its central concept of independence and anti-imperialism, where national culture is assumed supreme self as a guideline, completion and defense of the Cuban and universal. In this direction the organization of the education system is one of the most vital fronts. This worked to make education the fundamental interests of the Revolutionary Government, and the question of public opinion. The maximum Marti " Being educated is the only way to be free" [8] , was taken as the guiding principle of educational efforts
As the revolutionary forces resolved the political tasks of the consolidation of revolutionary power [9] and created the historical premises to carry out the political, social and economic radicals, assumed leadership of the Revolution as a priority the strategic importance of popular education and literacy. To this end, the work will not only enshrine the Ministry of Education, also from the Rebel Army and the National Institute of Agrarian Reform (INRA) since its inception with the law of May 17, 1959.
The ideological and cultural work that promotes the Revolutionary Government operates in an environment infested with the ideas and prejudices that the oligarchy and imperialism had been planted in the social consciousness, and the school and the teachers were not free such evils. With teachers do not join the revolutionary positions, their limitations and ideological training class reactionary, will continue a policy of persuasion.
at all times is to establish a clear distinction in the fields of ideological confrontation. The debate of ideas, the growth of revolutionary concepts and attitudes will be an enrichment process within teaching, you definitely win the Revolution. Covert political activity to counter union reasons, will receive the exclusive nature and weight of the revolutionary political offensive.
As
part of the participatory politics of the revolutionary government the issue of education reform is put to public debate. So on November 9, with the presence of President Osvaldo Dorticos Torrado, start at the Capitol, the public information sessions on the reform being prepared by the Ministry of Education. This information included twelve sessions in which hundreds of teachers in the capital and other regions.
December 23, the Law 680 of the Reform of Education, which gave legal force to the will of educational change that was already moving with the revolutionary measures implemented so far [10] . The Reform of Education pending the Cuban scene from the time of the 1940 Constitution, the law was complemented truly democratic and nationalist budgets that constitution.
In 1960, Agrarian Reform, is the sharpening of class struggle, to intensify the confrontation to the politics of economic, international siege and counter-terrorism of U.S. imperialism, and finally recovery of the main economic resources -productive in the hands of U.S. monopolies. And it will also implement Integral Reform of Teaching. While lack competent technical staff, shortages of facilities, meager pedagogical knowledge, poor statistics and many other difficulties, it undertakes the task. The undertaken with the concept that this would be a continuous learning process with a proactive and reform.
now also the process of assessment by the masses of the need for education, new modes of expression reaches with the increasing role of workers in the direction of management and production processes of enterprises and production units operated and nationalized by the revolutionary state.
Revolution not only had to win to his project to the majority of teachers, but also forging new art teachers able to assume new educational missions. Thus arises in April through the convening of Fidel, the first contingent of volunteer teachers: "We need " says the revolutionary leader - thousand teachers who want to do to teach rural children . they needed us help to improve the education of our people and for farmers to learn to read and become useful men any task " [11] . Mil
high school students - with a third-year level - take the step forward to go to educate children in the countryside and mountains. The first contingent of these novice teachers is organized in collaboration with the Department of Cultural and Technical Assistance to Farmers of INRA. Followed the first one similar contingent of students, and then a third of more than one and the preparatory period was extended to three months.
The concept of work and the study was present from the first moment of the creation of the training plan volunteer teachers. "Those teachers - said Armando Hart Davalos, Minister of Education - will overcome and perfected and most perfectly there will have contact with the farmer [12] .
Young people who went to meet a difficult task under the teacher's name insurrection hero Frank País, were the first group of rural teachers needed by the Revolution. It was the new intelligentsia that was Marti's legacy in the same Rebel Army combat scenarios.
The strengthening of national education the achievement of full enrollment with the addition of 800 000 children not attending schools in January 1959, the beginning of the fight against illiteracy, the work of education and technological development of the disadvantaged youth and adults are actions that characterize the educational work in the first year of the Revolution.
course for 1960 - 1961 worked on the creation of 15 000 new rural classrooms, but the problem was not only the number of new schools, the truth was that in the mountains and intricate places where there was a lack of communications and other services and life was very hard, many schools were constructed. The school cities could help solve the problem, but being unusually large child population, the ultimate was to put the school in more remote rural communities. This multiplies the need to train thousands of teachers for the mountains, able to stay and live in these places, in conditions similar to those of the peasants.
Promotion by all means government of the extent of diverse cultural and social services in a climate Upgrade cultural and political life, development of the foundations of our democratic culture that colonialism could not destroy, create objective conditions for it to manifest in the country a qualitative change in the conditions and circumstances of education as a social process.
Literacy
The path followed to defeat the Revolution was to eradicate illiteracy first, the causes of its emergence as a social problem. This was achieved in order to achieve full enrollment of children and youth in the first two years after the triumph, and in this way, create the necessary primary classrooms, and reorganize and strengthen secondary education, with emphasis on the technological institutes.
On March 5, 1959 establishing the National Commission on Literacy and Education functional [13] and both the first and the second year of the Revolution literacy activities are performed. But not until the third year, which undertakes the final battle in the adult population illiterate. Very significant is the fact that where you first start the battle for literacy in early 1959, the ranks of the Army Rebelde. Commanders Ernesto Che Guevara and Camilo Cienfuegos in this task will have a singular role. Frank Masters quotas advanced countries in the Cuban countryside to combat illiteracy.
In August 1959, the First National Congress of rural teachers, a proposal of the Commander in Chief Fidel Castro Ruz, approved the decision to open 10,000 new classrooms. They urged educators Fidel: "I invite no selfishness, but the patriotism ... in this unique opportunity to our country, not a single teacher is waiting, not a single child is left waiting " [14] . New teachers would charge half the salary and this helped open classrooms twice.
In October 1960, the National Literacy and Basic Education, underwent a complete reorganization and was renamed the National Literacy Commission. Armando Hart, the guidance given by Fidel demonstrated that efforts had been done could be multiplied, that the idea of \u200b\u200bmassification and democratization of educational and cultural services, should find a much more favorable, and the Commission work on new bases [15] .
The inclusion of representatives of the revolutionary multi-movement led the rebellion on July 26, Directorio Revolucionario 13 de Marzo and the Popular Socialist Party-state institutions, the revolutionary mass organizations newly emerged, militias, institutes and civil society associations, the National Literacy Commission and provincial and territorial commissions, would be a crucial step in the design of the direction of the campaign. It was a spur of responsibility to the enthusiastic participation of the revolutionary masses.
Without replacing the school as a key agency, not the teacher as the element leader and motivator par excellence, the new integration is favored in the National Literacy Commission broadened the horizon of educational and instructional activities beyond the normal framework of the Ministry and school, enriched by the dynamism and initiative of multiple social and political subjects to join him.
counterrevolutionary activity
Reorganization and cleaned up the Ministry of Education in 1959 [16] , preparation and development of the first course School of the Revolution, is conducted at a time when it sharpens political and ideological struggle within the revolutionary camp, and begin to develop counter-plans organized by the Central Intelligence Agency of the United States (CIA). It produced two political crises in the cabinet between February and July and the output of the right elements, and is thwarted in August invasion of the Dominican tyrant Rafael Leonidas Trujillo [17] . In October, the dangerous attempt defeat the traitor Huber Matos, Commander of the Rebel Army in the province of Camagüey [18] .
The process of educational reform is advanced as the strength of the class enemies of the Revolution: The private school as a capitalist enterprise, and the hierarchy of the Catholic Church and several churches oriented from the U.S., largely owners of numerous educational institutions, ranging to lead the onslaught of the reaction.
In the education sector there are statements and articles that "warn" about "totalitarianism" in education. Sermons and Parochial sheets claim that communism is to be introduced in schools. At the same time, fueling racist prejudices against black teachers who have met the Revolution occupation. Learned criteria for members of the Association of Educators and the School of Education at the University of Havana, "warn" about the danger of improvisation in the training of teachers, with the aim to discredit the plans training course for teachers.
The image of "communist," "black", and inexperienced young men, arriving at the schools with the no less controversial kind of attack on freedom of education, constitute the two central lines of the enemy propaganda. Anti-racism and then give his fiercest battle of class.
For two decades the drafting and enactment of the Educational Reform under the 1940 Constitution, was opposed by the oligarchy and the reactionary clergy. The promulgation by the Revolution of the Law 680 attracted a strong campaign of the eternal enemies of cultural emancipation.
mentioned in the public information law made education reform in the National Capitol in November 1959, representatives of private schools organize an open provocation. Interrupt the program and shout for a self-proclaimed freedom of education. Again be the order of the day, the sustained conflict that historically led to contend for a Cuban school, the most illustrious thinkers and educators in the country.
Soon, emulating the bandits and terrorists, clergy and address Falangist private school desempañarían an active role counter [19] . Not a few tutors and leaders of youth organizations, religious organizations and subversive plans articulate directly linked to the CIA, in a vast conspiracy [20] .
Dialectics-defense education
The provocations made against the progress of the Comprehensive Education Reform - Fidel body were unmasked by the people. In a massive act with students, in commemoration of the events of November 27, 1871 [21] : "in many of these sites counter preaches openly preached hatred of the country are openly ... preaches class hatred openly ...".
Fidel masterfully teaching, the masses stood in the center of the issue: What explains that the revolutionary government against the growing threat of their enemies, international gang complicit in ever closer to the national response conspire against the country, but one by one will be delivering the strengths? (...) Because from the first day of January, since the triumph of the Revolution, each school has become a fortress of the Revolution " [22] .
The belligerent forces reactionary updates from the school grounds, the dialectical relationship between advocacy and education. The main contradiction between the nation and U.S. imperialism, took a prominent place, interpenetrating all walks of life and complicates further the national scene. Then the elevation of educational work to the level of struggle in defense of the Revolution, was presented as a necessity, and mass education movement tasks completed qualifying cultural emancipation as a condition of escape from alienation libertarian.
The great national motivation for the deployment of an unprecedented mass education movement would be the goal of freedom from illiteracy to more than 900 000 Cubans. This movement was for the time, the core of the mobilization patriotic, ethical and political scenarios in the Cienaga de Zapata would become a decisive force for the military defeat of the mercenaries of the empire.
II
Reflections on the anniversary of the Bay of Pigs: The battle for literacy
Philip J. Perez Cruz
The historic significance of the declaration of the socialist character of the revolution and the victory of Playa Girón, which recently commemorated 50 years, beyond the fact of war and the heroism that is immanent. The fighting in the Zapata Swamp multiply in a series of events, expressed with particular force the whole huge process of change was tested and achieved success in the days of April 1961.
air strikes and directed the mercenary invasion organized by the government of the United States between April 15-19 1961, also included a failed attempt to destroy the impetuous advance of democratization and mass of the Cuban education . An act of war against the National Literacy Campaign that was just beginning.
reactionary violence by attempting to crush the Revolution, saw buried in ignorance and illiteracy. Evidenced by the events themselves, the story is confirmed in their indisputable facts.
1961: The immediate story
The January 1, 1961 start for the Revolution as "Year of Education" and its main shareholder is the official declaration of the start of the campaign National Literacy. The essentially emancipatory cultural battle that Cuba was prepared, immediately receives the impact of U.S. aggression.
On January 3, Cuba broke off relations with the government of the North, an act that would trigger an escalation of counterrevolutionary activities. On January 5 the terrorist plot designed from Washington, lands his first crime against the "Year of Education" and the nascent National Literacy Campaign. Is killed in the Escambray young volunteer teacher Conrado Benítez García [23] . "was poor, was black and was a teacher. That is three reasons why he was murdered agents of imperialism; I was young, was black, was a teacher, was poor and was a worker. Here are two reasons why the agents of imperialism killed him [24] ", define Fidel Castro.
February 6 to address Electromechanical Jesuit School of Bethlehem invites students to strike. On February 22 the counter returns to collect the valuable life of another young literacy. Pedrito Quintana Miguel Morejon, literacy young people of 20 years, is brutally stabbed and hanged with barbed wire, in San Pedro Mayabón, province of Matanzas. On Tuesday, February 28 is detonated a bomb at Nobel Academy, located on the Avenue of October 10, in the Havana neighborhood of the Viper, with the balance of several students, particularly girls and one of her teachers, injured.
10 March students of Catholic schools carry out counter-provocation in Holguin, then savagely beat one of their own classmates who are in favor of the Revolution. The slogan of the triggers is "Down with books!
With the sequence of crimes and propaganda actions, the CIA sought to terrorize families and young teachers already literate, and hinder the massive outpouring of volunteers to meet the beautiful task. But the criminality of the empire itself mobilizes public rejection. The campaign grew in the sensitivity of the people, and become a fact of national dignity.
The murder of the young Morejón Quintana held in a crowded area results in an event of public challenge to the terrorists. Despite the presence of the counterrevolutionary bands in the area high school students, in conjunction with the town to honor guards carried the casket and the funeral was a massive act of revolutionary reaffirmation [25] . The strikes and attacks such as the Nobel Academy precipitate the position of many students and young Catholics in favor of the Revolution [26] .
organizational activity of the National Commission does not stop. January 16 starts throughout the national territory of the census of illiterates. On March 6, registration begins massive average student in the literacy brigades that carry the name of the teacher killed Conrado Benitez. Hundreds more young people are integrated military units and as a symbol that works not only for the present but also future part of the first group of fellows to the USSR and other socialist countries to be trained as technicians.
educational direction of the Campaign, previously validated in practice and exercise materials designed organizational procedures. For this purpose brigades leave in February pilots [27] , targeted at specific groups of farmers, coal miners, fishermen and miners. With the experiences that were obtained are thought to enhance the capacity of the brigade in a previous course that was set for the second half of April in the premises of the prior exclusive resort of Varadero.
early April have been trained over a thousand normal school teachers and volunteers to advise the campaign. And work more than two thousand technical subcommittees at the municipal and neighborhoods, and about 500 technicians working accountable to the methodological support for literacy teachers. In the manufacturing and service sector were incorporated 300 companies [28] . The school year is coming forward to conclude the month of April and facilitate the incorporation as a literacy brigade Conrado Benítez to 100,000 schoolchildren and their teachers.
Fidel Castro
The role of personality Fidel Castro's historical educational events in the early years of the Revolution should be underlined. While the stamp of social educators Fidel [29] is inextricably linked to all social and political activity that they carry out their revolutionary pedagogy is revealed clearly in the design and implementation of the socialist transformation of the neo-colonial education system, and particularly in the strategic direction of the National Literacy Campaign.
In their study Fidel Marti's legacy includes a very young age, that the concepts of José Martí on culture and education, social progress and freedom, were carriers of the progressive ideals of his time on a global scale, and precisely because it had a substrate of identity with the Marxist budgets, as similar united humanist vocation.
Fidel consider the radical transformation of the circumstances transcended the political and socio-economic, to address primarily the sphere of social consciousness, to human spirituality that relate Martí [30] . Then from within the Moncada program raised more than a political project, a great educational and cultural revolution to end capitalism in Cuba.
Fidel's application of the principle that Martí conceived of education as a task of all, represented a turning point for educational theory and pedagogical practice at the societal level. The clear conception Marti on the right to education for all citizens and the duty of these contribute to the other, transit of philosophical praxis Cuban revolutionary masses, and fed the political debate and the fight against petty prejudices - professional cretinism as Marx, within the professionals trained in the neo-capitalist society. This profound insight enriched by Marxism, the theoretical feed Fidel and his precision in taking steps towards the massification and democratization of education, and successful development of the National Literacy Campaign. Precisely
graduation day of the first contingent of volunteer teachers. Fidel publicly announces the upcoming battle against illiteracy "Next year we have set a goal, eradicate illiteracy in our country how? mobilizing the people, establishing that commitment to the people (...) honor the commitment to learn to read and write is illiterate. And who will teach? Mobilize the people (...) to all students and mobilize as a citizen can read and write, to teach those who can not read and write " [31] .
Already in this first quarter of 1961 the country lives under conditions of undeclared war [32] , however, Fidel does not neglect the literacy campaign [33] . On 23 January, during the graduation of the second contingent of volunteer teachers, reports the murder of a young volunteer teacher: Conrado Benítez, and excited voice, application: "After that teacher will dead being perfect! (...) This teacher is the martyr whose blood will help us to propose, double, winning the battle we've waged against illiteracy. [34] "
January 28 in honor of the birth of José Martí, the leader of the Revolution chairs the conversion of the former military fortress of the city of Santa Clara in a school. Near the end of his words reiterates that literacy is one of the greatest battles in the culture that has fought no people: "It will be a truly epic battle, in which all people should be involved." And later, says "We must begin to organize the army and we will organize literacy hundred thousand young people have at least sixth grade on, and at least 13 years of age." At the same time, it appeals to young people of Las Villas, to be the first to register. Fidel
made several visits to the National Literacy Commission and final details with their managers. On 28 February, is the departure of the first group of young people who comprise the Brigade pilots. They give indications for mass registration of all who wish to integrate these brigades.
March 25, Fidel confirms that "You have to devote every effort to this campaign, because the battle against illiteracy to win, among other things, the extent that we take the attitude of all the importance of this effort," [35] .
April 9 Fidel argues that there can be no education revolution. In this speech, made at the close of the series of talks on Education and Revolution taking place in the TV People's University, said what was already a principle of revolutionary propaganda: "We do not tell the people, think! We say: read! ".
That Fidel April 9, aware of the forthcoming military attack, prepares people to fight simultaneously in the two war fronts: "The merit is neither of us would be to reject any counter-attack but the performance of the season while literacy. The fact defeat an enemy that attacked us would have no merit, or not entirely as successful, if they manage to hinder our campaign [36] .
April 1961
;
The sábado15 and Sunday April 16, 1961 was ; from the Literacy Council headquarters in Havana and the provincial councils simultaneously across the country, the large contingent of young brigade Conrado Benítez. In Varadero everything was ready for the intensive teacher training, which would put young people and teachers in a position to begin the massive stage of literacy.
That April 15, with the first light of dawn was made treacherous bombing airports in Havana, San Antonio de los Baños and Santiago de Cuba, a prelude to the mercenary invasion would start two days later. In many households in the Cuban capital, while we heard the explosions of enemy bombs and militia batteries response, was developed in parallel, another event, as dramatic as that starred the rebel soldiers and militiamen.
In the same time started from their homes young people and teachers who were mobilized to join the Army National Literacy Campaign. The terrorist attack corroborated the allegations of the leadership of the Revolution, in relation to the imminence of a direct military aggression United States. Columns of smoke and the sirens of ambulances after withdrawal of the enemy planes, multiplying the impact on the seriousness of the situation. No doubt because "the Americans were going to invade. The story told and the documents available, do not collect such extreme circumstances if someone is afraid and stopped going to his appointment with the motherland. What if it was a fact was the massive arrival of young and teachers invited to the Literacy Council in Havana.
Heading into training camp literacy force in Varadero, is a hard fact described. The players are excited when they testify and burst into feelings. Boys and girls de 14, 15, 16 y 17 años, sus maestros, padres, madres, hermanos y familiares, se colmaban de abrazos y cariños en la despedida.
Sin dudas se trataba de uno de esos momentos cruciales en la vida de los sujetos individuos-masas, donde el discurso de la historia palidece ante la epopeya. La familia cubana y la juventud emulaban en confianza y entrega, en compromiso patriótico: “La Campaña no se suspende, se mantiene”, fue la decisión unánime de los alfabetizadores y maestros, de sus padres y madres, de la familia revolucionaria cubana.
El día 16, en el sepelio de los caídos in airstrikes, Fidel declared the socialist character of the Revolution, " What the imperialists can not forgive is ... we have made a socialist revolution in the noses of the United States! " leader in the historic act sought to swear to defend" the revolution of the humble, the meek and humble " [37] . And the people gathered in impressive demonstration responded affirmatively. In the now historic corner of Vedado, of streets 12 and 23, are raised thousands of guns in a symbolic demonstration of the popular vote.
In Varadero, in the park of Eight Thousand ticket-installation by the Revolution to facilitate the enjoyment of the famous popular beach, "is focused on literacy contingent. The brigade and teachers listen to statements by the Commander in Chief, and simultaneously repeated cry of "Homeland or Death! Venceremos! And they swear to defend the socialist revolution.
Fidel ordered to finish the event a "state of alert." The orientations of the head of the Revolution are accurate. Together to achieve maximum preparation for the impending battle, the intensification of measures to neutralize the counter internal ordering: "For the workers, peasants and intellectuals, all working people, remain in their positions and redouble their efforts to the production and teaching" [38] .
During the day 16 and still own 17, arriving at the camp continued Varadero Brigade contingents from other central and east. Their stories have to know the facts, including stop and train stop that led to the spa. Like his fellow Havana, their unanimous response was to continue to Varadero.
Matanzas Once on the beach a group of high school students in Holguín, the 17 newcomers, it was proposed to reach Girón to join the battle. They all belonged to the militia in its region, and knew relatively close to the fighting. With the experience of infantry who had "felt" graduates "of combatants after beating the 62-kilometer walk at the time they thought the militants did go to the Swamp [39] , but the impetus of youth gave way to the peaceful persuasion of the leaders of the camp, that others would read the order issued by Commander Officer: " Every Cuban should occupy the position that corresponds with military units and workplaces without interrupting the production or the literacy campaign, not a single revolutionary work" [40] .
In the scene of the Battle
In Giron Mustelier Mariano, chief of the militia in place, was to drive along the coast the night of 17. He was accompanied by Valerio Rodriguez, a literacy of 13 years of age. The militant distinguishes a red light never stopped blinking. Marian thought it was a ship that was bound for Cienfuegos and was lost within Bay. Mounted on a jeep and headed eastward, to aid the boat that he believed at risk. The literacy, quickly jumped into the vehicle.
The flashing red light came from lamps that teams were putting the frogmen who claimed the mercenary landing. When the jeep focused on the coast, the head of the mercenary group decided to shoot directly at the vehicle. Those were the first shots fired by the invading force at the Bay of Pigs. The shooter was the American CIA Grayston Lynch [41] .
Lanterns Jeep jumped into the air and some fragments wounded in the eye line Valerio Rodríguez. Symbolic paradox. The first shots fired in the invasion that it intended to liquidate the Cuban revolution had been made by an American officer, and the first wound was a pilot literacy brigades, who was there teaching reading and writing to the site charcoal [42] .
Girón While Lynch shot at Mustelier and Valerio, in Long Beach, the first bullets militia who rejected the mercenary landing, left the gun BZ militiaman Ramón González, served by three brigades. They led the first four mercenaries casualties [43] .
The presence of facilitators from the first moments of the confrontation was not a fluke. When the mercenaries arrived in the Zapata Swamp worked there since February, 30 literacy, members of the brigades pilot [44] . The April 13 press echoed the will of literacy and illiterate Zapata Swamp, to eradicate illiteracy [45] . When four days after this provision turns to resistance and rejection against the aggressors. With the population Cienaguera youth literacy suffered the ravages of air and artillery mercenary. Most manage to be evacuated to the lines where the revolutionary forces, others are evading the mercenaries guarding the known depth of the swamp.
The story of those who were arrested by the mercenaries is an irrefutable proof of the integrity morale of those young people [46] . The testimony of Homeland Silva Trujillo, brigade, 19, co-Valerio, is shocking: Patria Silva when he realizes the invasion, is mobilizing residents to evacuate, but the mercenaries had taken batey. She the rural school teacher and other villagers are taken prisoner. The rejection of the young toward their captors becomes center of psychological pressure, treat stateless crush the young woman and it does not happen is accused of being a "fanatical communist." In his flight the mercenaries try to take it hostage. Interviewed
four decades later, Silva reaffirmed in Homeland " proud to have participated in the deed of Pigs and unarmed combat, alone with my ideas. That was beautiful, even when I left forever profound psychological consequences. The campaign could do until June because I fell in SCHOK and This degenerated into a traumatic neurosis. I was hospitalized several months. Even I was one of the testimoniantes when the process demand of the people of Cuba to the U.S. government for human damages " [47] .
Fighters and residents have Fidel's concern to know the fate of each of the young brigade stationed in the Swamp. Not rest until he had information of each.
In Pigs to decide the fate of the Cuban Revolution, it was also decided the victory of the campaign. " One of the great merits of that year - assert after Fidel Castro - was to have held the Literacy Campaign in the middle of the Bay of Pigs invasion " [48] .
Study, work and rifle
On a chalkboard used in the Bay of Pigs could be read in those days: "Study, Work and rifles." The slogan made possible with the imperialist armed attack, written by an anonymous student, perhaps one of the militants came up there sweeping the invaders, testified for years visitors to the National Museum of Literacy, this peculiar sensitive and epic relationship between education, defense and patriotism that sparked the Cuban Revolution.
The 66-hour battle to defeat the invaders and the national military mobilization that accompanies them, express the most dramatic and decisive act, the whole class battles that characterize the Cuban historical stage in April 1961. Bay of Pigs was in both military victory, the political triumph of socialism. This marks a substantive cultural and ideological level the course of future events across the country, multiplies into a transcendent battle for education and culture, the conquest of socialist cultural ideological hegemony.
By publicly declaring the socialist character of the Revolution, Fidel and the revolutionary leadership, made a pedagogic act of transcendental importance. Before going into battle, it becomes clear to people what had hitherto been a goal that was proclaimed before the exact time, had raised serious obstacles. Fidel Marti ethical life is the bedrock of this decision, which undoubtedly was seriously evaluated. Honesty, exemplary, personal courage and boldness to draw the leadership of the Cuban Revolution leader, affirm their unique contribution to events. On April 16, 1961 was the right time to give a definitive anti-shake in the heart of Cuban civil society.
The coincidence of a declaration of socialist revolution and the battle of Giron, in highlight of the literacy campaign, as they prepared to leave for all parts of the country's youth literacy components of the Army, in full manifestation of the release of spirituality and solidarity of the poor, the nascent Cuban socialism will provide a humanist praxis solidly established.
After Giron, literacy became a moral battle, political and ideological critical to the success of the socialist alternative. On 22 December, the day the victory of the National Literacy Campaign, we are just in time to mark the 50th anniversary of that educational achievement. A crucial issue will devote a future delivery.
As the story assume its relevance to the prospective construction interests me suggest five points of analysis, in order to advance a debate that can not wait for the great event of December:
ONE: The mass education movement really exists in the first years of the Revolution, beyond the means of a government institution, and claimed for himself and built his own role. In this situation the state institutions, the Ministry of Education in particular, turned in a successful organizational task, systematize and facilitate scientific, civil society demanding revolutionary organizations and associations, families and the many collective and individual subjects of the Cuba in those years.
TWO: The basis of the mass education movement, was in the broad national movement of patriotic reaffirmed that the civil society formed in the heat of the armed uprising, the revolutionary general strike in January and the Revolution, which became under Fidel Castro's revolutionary pedagogy and cohesive action Rebel Army, "a collective subject, a source of real power and historic initiative. Movements like this, in the words of Karl Marx, constitute the foundation of all history [49] . They are the strength of survival and reproduction of the socialist revolutions.
Strategic leadership of the revolution was forged insert in this reality, learned, studied and built the choices and decisions of victory, in the midst of such an explosion of people in the articulation of ideological and organizational unity, attracting the dissimilar limelight, with the work of mobilization and persuasion-based organizations and associations, men and women of the people, in dialogue with youth, mass meetings, statements. This decision-making in those days was born April 1961, the current Communist Party of Cuba.
THREE: To highlight the role of the historic personality of Fidel in school events and literacy, supports the validity of considering a teacher of the Revolution, as accurately as Paulo Freire cataloged [50] . With such a definition not only referred to the eminent Brazilian philosopher recognized the contributions that the Cuban leader in the educational field itself. Was present understanding of Gramscian concepts [51] on the role of education as an instrument of hegemony building within civil society, the accurate idea of \u200b\u200bthe Italian Marxist theorist, upon consideration of the nature of relationship eminently teaching, which assumes the class struggle in the ideological field of culture. This design matrix was successful practice of the Commander in Chief Fidel Castro Ruz, is one of his most enduring legacies.
FOUR: As long as imperialism and genocidal governments in the United States, the dialectic of the Cuban Revolution is going through a constant attention to the armed defense. The aims of the Revolution are inscribed in tasks as dignifying as it was their own literacy. The existence of a powerful military and the military preparedness of all Cuban patriots thus an essential means of defending and carrying a happy ending for these purposes humanists. And education and culture will necessarily work for peace, with an unavoidable defensive mission.
Raising the educational work to the level of struggle in defense of the Revolution does not go only by the will of one or the other revolutionary leaders, beyond the ability of ministries and governmental institutes. Fights and articulated in the construction and the upward development of a solid mass and mass education movement. This historical truth we will never forget.
FIVE: The political priority which is the National Literacy Campaign in the Cuban revolutionary strategy, no doubt, said on the eve of the socialist project, which Fidel Castro and Ernesto Che Guevara would define as a principled position of the revolutionary leadership of the country, against the criteria prevailing in European socialism to them today: Create wealth with the awareness and consciousness not with wealth. And this core idea is now vital to strive to build an unprecedented economic model and work towards the survival and development of socialism in the midst of a world in danger of extinction, which is hegemonic philosophy have on the self, where most vulgar materialism - that of consumerism and neo-fascism, 'aims to complete the transfer of capital, with the death of awareness.
[2] See: Philip J. Perez Cruz: literacy. 1959 -1961 A mass education movement in the construction and triumph of the socialist alternative to cuban, Thesis for the scientific degree of Doctor of Pedagogical Sciences (History of Education), Higher Pedagogical Institute "Enrique José Varona", Havana, 2000.
[3] In History will absolve me, which includes the allegation of Fidel Castro Ruz at the tribunal that judged by the events of July 26 will be made public for the first time this national program of liberation.
[4] See: Philip J. Perez Cruz coordinates literacy, Social Sciences Publishing House, Havana, 1988, 86 et seq.
[5] Philip J. Pérez Cruz: Literacy in Cuba. historical reading to think this , Social Sciences Publishing House, Havana, 2001, ps. 88-89
[6] Republic of Cuba. Census of population, housing and electoral January 28, 1953. P. Printing Fernandez y Cia. 1955 p 145 et seq
[7] . "Investigating Committee and Purification Staff of the Ministry of Education and its Dependencies." Resolution 07,250 (01/19/1959). Central File MINED.
[8] José Martí, Obras Completas , Editorial Nacional de Cuba, La Habana.1965, Volume 8, p 290
[9] View: Luis M. Busch Rodriguez: Cuban Revolutionary Government : origins and first steps , Social Sciences Publishing House, Havana, 1999.
[10] "Law 680 of December 23, 1959." Official Gazette of the Republic (Special No. 59) in Havana. December 24, 1959.
[11] Fidel Castro Ruz, "Appearance on the television program" Singapore Question ", April 22, 1960. Transcript of the Prime Minister's Office, Documentation Centre of the Central Committee of Communist Party of Cuba.
[12] Armando Hart, Minister of Education: About years of education, Education Revolution. Universidad Popular. Sixth Cycle. Imprenta Nacional de Cuba, Havana 1961, p. 14
[13] On 5 March establishing the National Functional Literacy and Education. See: National Committee for Literacy and Basic Education. " Ministerial Resolution (03/05/1959). Central File MINED.
[14] Fidel Castro Ruz. "Closing remarks by the First National Congress of Rural Teachers", 27 August. 1959. Transcript of the Prime Minister's Office. Documentation Centre of the Committee of the Communist Party of Cuba.
[15] Armando Hart Dávalos: Testimony to the author, October 2000.
[16] By Law no. Revolutionary Government 76 February 1959.
[17] View: Andrés Zaldívar Diéguez and Etcheverry Pedro Vázquez: A fascinating story. Trujillo conspiracy. La Habana, Editora Política, 2009.
[18] View: Jorge Luis Betancourt: victory over treason, Publishing House In April, La Habana, 2009
[19] Crespo and José Ramón Torrance Buajasán Marrawi: Operation Peter Pan A case of psychological warfare against Cuba. Editora Política, La Habana, 2000, s 9 ff.
[20] See: "The program pf Covert Against the Castro Regime Actiom" Washington, March 16, 1960, in Thomas Diez Acosta: The War encubierta against Cuba, Editora Política, La Havana, 1997; Manuel Hevia and Andrés Zaldívar Diéguez Frasquieri: Girón prelude to invasion. He faces hidden CIA , Editorial Captain San Luis, La Habana, 2006.
[21] When the colonists were killed by seven students of medicine. See: Louis Philippe Le Roy and Galvez: A hundred years from 71. The shooting of the student s, Social Sciences Publishing House, Havana, 1971.
[22] Fidel Castro Ruz, "Speech on November 27, 1960 on the steps of the University of Havana, in: Obra Revolucionaria, La Habana, no 31, 1960, p 11 -12.
[23] Conrado Benítez García was killed along with the peasant Heleodoro Rodríguez Linares. See: Revolution, Havana, January 24, 1961, p 1-2; Pedro Etcheverry Vazquez and Santiago Gutierrez Oceguera. Banditry. Defeat of the CIA in Cuba, Editorial Capitán San Lis, La Habana, 2008, p 118-119
[24] Fidel Castro Ruz, "Dr. Fidel Castro greets volunteer teachers and pays tribute to a martyr "Obra Revolucionaria, no. 5, Imprenta Nacional de Cuba, La Habana, 1961, p 34.
[25] Olga Montalvan : From Conrad to Manuel. Ediciones Union. Havana, 1994, p 19; Pedro Vazquez and Santiago Etcheverry Gutierrez Oceguera: Ob. cit, p 131.
[26] "serious allegations of students from Bethlehem, Hoy, Havana, March 2 1961 "With Christ and the Revolution of La Salle students shouting" Revolution, Havana, April 12, 1961
[27] journeyed to the island 300 youth literacy ", Revolution, Havana , March 1, 1961, p 6
[28] Armando Hart, Minister of Education: Over the years of education, Ob. cit., p. 17
[29] View: Rolando Buenavilla Recio, José Martí, social educator, IPLAC - UNESCO, La Habana, 1997.
[30] Felipe de J. Pérez Cruz: Fidel Castro: Education and Literacy Campaign in Cuba, Revista Honda, Havana, No. 16, 2006, p 11; Portal José Martí : http://www.josemarti.cu/files/Fidel.
[31] Fidel Castro Ruz: "Graduation of first batch of volunteer teachers," Revolution, Havana, August 30, 1960, p. 8.
[32] Download: Juan Carlos Rodriguez: Pigs. The inevitable battle. The most massive CIA operation against Fidel Castro , Editorial Capitán San Luis, La Habana, 2010, Tomas Diez Acosta: "Faced with aggressive threats Cuba prepared his defense," XX National Congress of History, National Union of Historians, Havana, February 2011
[33] View: Eugenio Suárez Pérez: 1961 Cuban Literacy Campaign, Bohemia, 12 killed, 2006, http://www .bohemia.cu/2006/12/05 /.
[34] Fidel Castro Ruz: Dr. Fidel Castro greets volunteer teachers and pays tribute to a martyr, "Obra Revolucionaria, no. 5, 25 January 1961, p 36.
[35] Fidel Castro Ruz, Speech given at once a tribute to R Journal evolution, on the occasion of the Prize will be awarded by the Organization Journalists, on March 25, 1961, Obra Revolucionaria, Havana, No. 11, March 26, 1961, p 16
[36] Fidel Castro Ruz: "Conference on the cycle of the People's University Education and Revolution, Havana, April 9, 1961, Obra Revolucionaria, La Habana, no. 19, 1961.
[37] Fidel Castro Ruz: "Speech by Fidel Castro after the funeral for the victims of the bombing of Havana." Revolutionary work, no 15, La Habana. April 16, 1961 p 28.
[38] Fidel Castro Ruz: "Declaration of State of Alert", Revolution, Havana, April 17, 1961, p. 1.
[39] Brigade Conrado Benítez, Elio Cordero Red. Testimony to the author. April 2011.
[40] Ident. Ant
[41] See: Peter Wyden: Bay of Pigs. The Untold History , Simon and Schuster, New York, 1979
[42] Juan Carlos Rodríguez : Ob. cit, p 275.
[43] Miguel Ángel Sánchez: Giron was only in April, Editorial Orbe, La Habana, 1979. p 111
[44] "Literacy in the Zapata Swamp, Revolution, Havana, February 18, 1961, p 3.
[45] " eradicated in the Zapata Swamp illiteracy" , Revolution, Havana, April 13, 1961, p 13
[46] "I was a prisoner of mercenaries says literacy " Bohemia, Havana, April 30, 1961, ps. 58 and 75;
[47] Iraida Calzadilla Rodríguez: "Just had my ideas as a weapon," Literacy Campaign: Anniversary 40, http://www.granma.cubaweb.cu/index.ht
[48] Fidel Castro Ruz. "Speech at the closing ceremony of the Seventh Congress of the Union of Workers of Education, Science and Sport. Granma. La Habana. December 24, 1997 p 4
[49] Karl Marx and Frederick Engels: Selected Works , Progress Publishers, Moscow, 1976, t I, p 39
[50] Freire, Paulo, Esther Perez and Fernando Martinez: (1997): Conversations with Paulo Freire Collection of Popular Education, Editorial Caminos, La Habana, p. 14.
[51] View: Antonio Gramsci: "Pedagogy and Politics," in Texts of Antonio Gramsci . The alternative Pedagogical Fontamara Editorial, Barcelona, \u200b\u200b1981.
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