Esplais Catalans is a non-religious and progressive association where volunteerism is our way of work to change the society. In our entity, the esplai is a citizen school for children, youth, families and leaders; a popular education way. Esplais Catalans is the result of the esplais’ and people’s willingness to have exchanging, learning and join action places. Equality, freedom, associative participation, environmental education and Children’s Rights are promoted in Esplais Catalans.

In this regard, in Esplais Catalans we help the leaders with their education, we organize events and we promote campaigns and the creation of working commissions about relevant aspects of esplais

Esplais Catalans is a non-religious and progressive association where volunteerism is our way of work to change the society. In our entity, the esplai is a citizen school for children, youth, families and leaders; a popular education way. Esplais Catalans is the result of the esplais’ and people’s willingness to have exchanging, learning and join action places. Equality, freedom, associative participation, environmental education and Children’s Rights are promoted in Esplais Catalans.

In this regard, in Esplais Catalans we help the leaders with their education, we organize events and we promote campaigns and the creation of working commissions about relevant aspects of esplais

Mission, vision and values

Esplais Catalans is a non-religious and progressive association where volunteerism is our way of work to change the society based in Children’s Rights and the popular education.

The strengthening and the esplai’s participation is our reason of being.

As esplais, we want to be a referent educational agent for the social change of the territory, as well as being inclusive, diverse and recognized for our educational task. To do it, Esplais Catalans promotes the non-religious, voluntary and associative place to work in our networking system, giving the best personalized attention and creating discourse shared among the association. We will obtain it through being a more participative, critical, strong and united movement established in the territory with a constant review project, beside having a few implied and formed teams.

Associationism: is an instrument that we use to self-determine people and self-manage groups through democracy and assembly participation and federal structure of esplais in the territory.

Feminism(s): we conceive the relationships, the education and the social organization with an intersectional perspective that examines all the biological, cultural and social categories. We put the cares and the people in the spotlight to get an equality society.

Internacionalism: we develop a global shared responsibility conscience based on the planet and the people, promoting the aptitude to look outwards, being part of a networking and sharing experiences that help us to understand our daily life and how to transforming it.

Secularism: we are a critical movement that promotes the freedom of thought and all the citizen action, especially children’s and youth’s with Humans’ and Children’s Rights as a reference framework.

Volunteerism: our way for an active and full citizenship is based on the commitment, the responsibility and the role of leadership are assumed by the esplai’s leaders.

Educational

Project

Education to, for and about Children’s Rights

Esplais Catalans’ educational project arises from the work of children, leaders and families that are part of the association, and collect our ideas and the convictions that describe our way of educating. In order to adapt our entity to the new social context and give answers based on the esplai’s real needs, the documents that constitute the Esplac’s pedagogic project are alive and are in constant evolution. For this reason, nowadays we are developing a new project that revises Esplac’s pedagogic lines.

As a non-religious and progressive association, our education task is based on the Children’s Rights. We understand the education based on Children’s Rights using an integral approach that considers the knowledge of the proper rights and responsibilities and the learning of the skills and attitudes we need to obtain a society more equal.

The game is the principal methodology of esplai, because it allows us to work values, competences and skills through a distended and entertaining way. Another great pedagogic tool includes the vacation activities (camps, colonies and routes), because playing in a natural environment fosters aspects like cohabitation in group, personal growth and work of values as the responsible consumption, the solidarity and the cooperation.

Currently our working lines are:

A Esplac pensem que l’esplai no té sentit sense la participació infantil i juvenil, la qual considerem un element clau i imprescindible en el projecte educatiu, que fa que l’esplai esdevingui realment una escola de ciutadania i un espai de creixement personal.

Podem trobar molts nivells de participació segons la capacitat d’incidència de la persona participant en la presa de decisions. A Esplac no entenem la participació només com una consulta, sinó com una implicació real de qualsevol persona en un projecte, on tothom és escoltat, on totes les aportacions, vinguin d’on vinguin, són vàlides. Informar-se; assistir a… o consultar seran elements de participació; però realment sense la capacitat de prendre decisions i dur a terme accions en aquesta direcció no podem parlar d’una participació real sinó més aviat d’una participació passiva en què, o bé som consumidors d’alguna activitat, o simplement se’ns demana l’opinió però no serem protagonistes de l’acció.

Els éssers humans vivim en un espai i un temps concret (ara i aquí!) i des d’Esplais Catalans entenem que al formar part d’aquest medi que ens envolta, tenim una responsabilitat global envers el nostre entorn i l’obligació d’assegurar-ne una continuïtat i sostenibilitat que perduri al llarg del temps.

Tenint en compte com funciona la societat en què vivim això passa, inevitablement, per una transformació total del sistema econòmic i polític i per tant, de la manera de consumir, d’alimentar-nos, de relacionar-nos, de gestionar els residus, etc.

Aquesta transformació del sistema ha de tenir en compte els diversos aspectes. D’una banda el decreixement, entenent que el creixement constant i imparable no és sostenible ni necessari pel benestar social i ambiental. D’altra banda hem d’apostar per una economia social, solidària, circular i feminista, amb una gestió democràtica i participativa que estigui orientada a les necessitats de les persones i que sigui capaç de gestionar els recursos amb un compromís amb la societat i el seu entorn.

El treball en equip forma part del quotidià d’Esplac. Treballem en equip per al desenvolupament dels projectes de l’associació, per a l’organització i planificació de l’activitat dels sectors geogràfics d’Esplac i per la coordinació de gran part de les tasques ordinàries de l’associació.

Els equips en què treballem estan conformats per persones de la Secretaria Tècnica d’Esplac, de l’Equip de Coordinació, de l’Equip General de Sector i/o monitores i monitors, segons l’objectiu que tingui l’equip.

A Esplac utilitzem l’assemblea com a òrgan polític de l’organització per assumir decisions, sent la major part de decisions polítiques preses en assemblea.

Esplac eduquem sobre la base dels drets dels infants tal com descriu la missió de l’associació i promovem que  a l’esplai es treballi amb els infants l’educació en, per i sobre els seus propis drets. Cal que els infants coneguin els seus propis drets, així com els documents on figuren, com a instrument per la defensa, la crítica, la pràctica, el respecte i el desig d’aquests.

Esplais Catalans entenem que per aconseguir que les persones participants (monitores i monitors, infants i famílies) dels esplais siguin representatives de la realitat que els envolta hem d’incloure-les en la dinàmica dels esplais i de l’associació.

Esplac entenem la inclusió com el procés pel qual tota persona és acceptada i respectada dins d’un grup, independentment de les seves peculiaritats. Aquest principi implica el dret a la diferència, a la diversitat (no tendir a l’homogeneïtat) i a la no estigmatització de les persones. Defensem la diversitat com a font d’enriquiments i d’aprenentatge (Mirall de Realitats d’Esplac, 2017). Per nosaltres la inclusió és la suma de persones a un conjunt, evitant qualsevol mena de discriminació. Es tracta d’un procés dinàmic i multifactorial que vol promoure la participació real de totes les persones a l’esplai.

Concebem el conflicte com un procés d’aprenentatge i creixement i no pas com un fet aïllat. És per això que apostem per utilitzar la paraula “gestió” del conflicte en comptes d’altres com resolució, perquè entenem el conflicte com un procés a gestionar i sobre el que aprofundir sense haver de passar per la dicotomia “resolt” o” no resolt” sinó, més aviat, com una oportunitat de procés i canvi.

És per això que la gestió no només ha de limitar-se a la gestió un cop ja ha passat o estem en el conflicte, sinó en establir mecanismes de prevenció. Cal ser proactives i estar atentes en aquells aspectes que poden generar malestar al grup i posar les cures en el centre de la pràctica habitual.

Des d’Esplais Catalans, som conscients que vivim en una societat patriarcal, en la qual l’home i tot allò que es concep com a masculí té la supremacia, deixant en segon pla tot allò que se surt de la masculinitat hegemònica. Alhora, aquests rols de poder i dominació d’allò masculí es van perpetuant en el temps a través dels, costums, justícia, creences, lleis, normes, economia, etc. És per això, que des d’Esplac som conscients que les violències poden presentar-se en diferents formes específiques en funció de la nostra orientació sexual, gènere, classe, ètnia, etc. És per això que creiem que des de la nostra associació cal seguir treballant per tal de trencar i combatre contra aquest sistema patriarcal i opressor, garantint que la nostra entitat sigui un espai segur per a totes les persones que en formen part.

De cara al desenvolupament integral d’infants i joves és de vital importància l’adquisició de competències emocionals. L’emoció és allò que ens mou i empeny “a viure” i actuar, a voler estar vius en interacció constant amb el món i amb nosaltres. És per això que des des dels primers anys de vida hauríem d’aprendre a identificar-les i gestionar-les. Per poder fer-ho és essencial observar-nos, mirar endins i entrenar-nos a connectar amb les nostres emocions, ja que aquestes es manifesten a través del cos i de les nostres accions.

Els esplais d’Esplac defensem que tot i el moment de canvis inherent a l’etapa de l’adolescència, és un moment vital de grans possibilitats, de molta energia i idees, i el que tenim clar les monitores i monitors d’aquests grups és que no volem deixar que es perdin. Però hem d’estar atentes perquè l’adolescent, sovint, pot percebre les indicacions i consells de les persones adultes que l’envolten com una amenaça, perquè sovint exigim que tinguin l’obediència d’un infant alhora que la responsabilitat d’una persona adulta.

Educational

Project

Education to, for and about Children’s Rights

Esplais Catalans’ educational project arises from the work of children, leaders and families that are part of the association, and collect our ideas and the convictions that describe our way of educating. In order to adapt our entity to the new social context and give answers based on the esplai’s real needs, the documents that constitute the Esplac’s pedagogic project are alive and are in constant evolution. For this reason, nowadays we are developing a new project that revises Esplac’s pedagogic lines.

As a non-religious and progressive association, our education task is based on the Children’s Rights. We understand the education based on Children’s Rights using an integral approach that considers the knowledge of the proper rights and responsibilities and the learning of the skills and attitudes we need to obtain a society more equal.

The game is the principal methodology of esplai, because it allows us to work values, competences and skills through a distended and entertaining way. Another great pedagogic tool includes the vacation activities (camps, colonies and routes), because playing in a natural environment fosters aspects like cohabitation in group, personal growth and work of values as the responsible consumption, the solidarity and the cooperation.

History

The emergence of the esplais movement was one of the most interesting and characteristic youth phenomena of the years of late Francoism and democratic recovery, an element without which it is impossible to understand contemporary Catalan society. With limited resources and starting only with the voluntary action of young leaders, the legacy of the pedagogical restoration movements at the beginning of the century and the times of the Second Republic returned to rebuild an associative fabric that had been badly damaged by the dictatorship.

Although its beginnings they were perceived as a Church movement, a proposal was soon articulated to constitute an educational project based on the principles of secularism and progress, which incorporated the discourses and methods of popular education. Over the years, esplais has proven to be a unique framework for the experimental learning of participation and democracy from the streets and squares of towns and cities across the country.

The movement of the esplais has a diffuse beginning in the history, because there is not a single moment or place where they emerged, but a set of trajectories that ended up joining together in the one we know and recognize with this term. In fact, the word esplai itself has an uncertain origin, being a derivative of the concept of venting (giving expansion to a feeling or entertaining), which at the same time is a compound of the verb space with pollution or the crossing of pleasure. So, the first etymological inquiry gives us clues about the deep meaning of esplai in the linguistic field as a suitable context in which feelings are freely expressed and can be freely expressed.

In Catalonia, in the first third of the twentieth century there was a long and rich tradition of pedagogical proposals that went beyond the strictly school, and in many cases aimed precisely at overcoming this because of the immobile and authoritarian elements. From the forties everything changed. Many of these initiatives had been able to germinate and mature during the years of freedom of the Republican period, but they would succumb in the new context of repression and rigid social control imposed by Franco’s regime, especially in the immediate postwar years. Education would be relegated to a pure indoctrinating function, greatly impoverishing the great wealth of experiences that existed in previous years. It would take two decades, until the beginning of the sixties, for the regime to begin a timid opening towards new forms of participation and association of a cultural and ludic type -without apparent political aims-, a crack that would be quickly exploited to give rise to a new educational proposal that from that moment would take a strong impulse and would be one of the principals social phenomena of the years of the transition to democracy: the movement of esplais.

The emergence of a new democratic social framework and the convulsive period of the transition that preceded this period deeply shook Catalan and Spanish society. The death of the dictator on November 20, 1975 opened a new field of expectations that unleashed many social energies that had remained dormant during the previous decades. In this context of transition, the youth entities of the country did not wait and they became a fundamental asset of the democratic opposition.

On January 31, 1982, the association Esplais Catalans, Esplac, was born in Barcelona. At this time, The Assamblea Constituent is attended by 51 delegates of a total of 21 founding esplais, nine from Badalona, ​​five from Barcelona and two from L’Hospitalet de Llobregat, and five more come from the towns of Sant Andreu de la Barca, Santa Coloma de Gramenet, Sant Feliu de Llobregat, Rubí and Vilanova i la Geltrú. In addition, there are also representatives of five esplais that come as a listeners. Many entities are so new, with little more than one or two years of history, although there are others such as Sol Ixent or Bons Amics with a decade of experience.

  • Arrabal (Santa Coloma de Gramenet)
  • Associació de Minusvàlids de Rubí
  • AVIC (L’Hospitalet de Llobregat)
  • Bons Amics (Barcelona)
  • Borinot (Badalona)
  • C.E.I.A. (Sant Feliu de Llobregat)
  • C.I.P. La Gatzara (Badalona)
  • Centre Juvenil de Sarrià (Barcelona)
  • Chiribiripum (Badalona)
  • Cirera (Badalona)
  • Diplodocus (Badalona)
  • Estol (Barcelona)
  • Melic (Badalona)
  • Natura (Barcelona)
  • Santa Maria del Mar (Barcelona)
  • Sol Ixent (Sant Andreu de la Barca)
  • Toti Toti (L’Hospitalet de Llobregat)
  • Unió (Badalona)
  • Xaloc (Vilanova i la Geltrú)
  • Xerinola (Badalona)
  • Xivarri (Badalona)

The increase of member organizations became notable over the years, going from the twenty foundational esplais to seventieth in 1990. The association is conscious about the need of the decentralization, a process that culminates with the creation of the geographic sectors for each of the territorial areas with esplais have presence. So, we begin to work with our own logic and to define a space for gather all esplais over the territory.

However, during the third year, the increase of esplais that wanted to be member of Esplac continued growing so it appeared the need to create a working figure called  Secretaria Tècnica to carry out administrative tasks.

The new internal reality forced the Equip de Direcció (Equip de Coordinació nowadays) to take a new step introducing new representatives of the sectors. So, it was introduced the denomination Equip General de Sectors. Also the central figure of the General Secretariat is also reformulated, which would become a deliberated leader position, responsible for the technical Secretariat of the entity and with a great capacity for political action.

During these years many of the most characteristic lines of action and projects of Esplais Catalans are initiated. The aim was to promote maximum exchanges among the various entities, with shared projects such as joint camps, and also by organizing large associative frameworks to strengthen links such as the Trobada General d’Esplac (the first, in 1938 with 300 participants) or Trobada de Monitores i Monitors designed to improve the educational task (the first in 1983). Apart from these internal spaces, Esplac provided regulated training – contracted from the entity with several accredited schools – such as the courses for obtaining leader title and title of director of leisure activities. Soon the requests and the supplies were increasing to the point that over the years the need to establish a school by their own . This will end up consolidating with the formation in 1991 of the Escola Lliure El Sol, fruit of a partnership with the Fundació Ferrer i Guàrdia.

The will of opening and to establish links beyond its own natural space of action has always been a constant characteristics form Esplais Catalans’ constant characteristic from his(her,your) foundation.  In 1983, Esplac’s representatives had been part of a Catalan delegation for the foundation of the FIEEA (Fédération Internationales pour the Échangesde Enfants you of Teenagers), with the French, Italian, Tunisian and Moroccan counterparts. On the other hand, in 1986 the formalities had begun to ask the admission of an observant entity in the International Falcon Movement -Socialist Educational (IFM-SEI). Nonetheless, its definitive admission as a full right organization member did not take place until 2012, twenty-five years later. 

Nowadays, the association Esplais Catalans is formed by more than 100 esplais placed in 67 Catalan population. There are more than 7.300 children and 1600 leaders. For more information consult our current projects.

History

The emergence of the esplais movement was one of the most interesting and characteristic youth phenomena of the years of late Francoism and democratic recovery, an element without which it is impossible to understand contemporary Catalan society. With limited resources and starting only with the voluntary action of young leaders, the legacy of the pedagogical restoration movements at the beginning of the century and the times of the Second Republic returned to rebuild an associative fabric that had been badly damaged by the dictatorship.

Although its beginnings they were perceived as a Church movement, a proposal was soon articulated to constitute an educational project based on the principles of secularism and progress, which incorporated the discourses and methods of popular education. Over the years, esplais has proven to be a unique framework for the experimental learning of participation and democracy from the streets and squares of towns and cities across the country.

The movement of the esplais has a diffuse beginning in the history, because there is not a single moment or place where they emerged, but a set of trajectories that ended up joining together in the one we know and recognize with this term. In fact, the word esplai itself has an uncertain origin, being a derivative of the concept of venting (giving expansion to a feeling or entertaining), which at the same time is a compound of the verb space with pollution or the crossing of pleasure. So, the first etymological inquiry gives us clues about the deep meaning of esplai in the linguistic field as a suitable context in which feelings are freely expressed and can be freely expressed.

In Catalonia, in the first third of the twentieth century there was a long and rich tradition of pedagogical proposals that went beyond the strictly school, and in many cases aimed precisely at overcoming this because of the immobile and authoritarian elements. From the forties everything changed. Many of these initiatives had been able to germinate and mature during the years of freedom of the Republican period, but they would succumb in the new context of repression and rigid social control imposed by Franco’s regime, especially in the immediate postwar years. Education would be relegated to a pure indoctrinating function, greatly impoverishing the great wealth of experiences that existed in previous years. It would take two decades, until the beginning of the sixties, for the regime to begin a timid opening towards new forms of participation and association of a cultural and ludic type -without apparent political aims-, a crack that would be quickly exploited to give rise to a new educational proposal that from that moment would take a strong impulse and would be one of the principals social phenomena of the years of the transition to democracy: the movement of esplais.

The emergence of a new democratic social framework and the convulsive period of the transition that preceded this period deeply shook Catalan and Spanish society. The death of the dictator on November 20, 1975 opened a new field of expectations that unleashed many social energies that had remained dormant during the previous decades. In this context of transition, the youth entities of the country did not wait and they became a fundamental asset of the democratic opposition.

On January 31, 1982, the association Esplais Catalans, Esplac, was born in Barcelona. At this time, The Assamblea Constituent is attended by 51 delegates of a total of 21 founding esplais, nine from Badalona, ​​five from Barcelona and two from L’Hospitalet de Llobregat, and five more come from the towns of Sant Andreu de la Barca, Santa Coloma de Gramenet, Sant Feliu de Llobregat, Rubí and Vilanova i la Geltrú. In addition, there are also representatives of five esplais that come as a listeners. Many entities are so new, with little more than one or two years of history, although there are others such as Sol Ixent or Bons Amics with a decade of experience.

  • Arrabal (Santa Coloma de Gramenet)
  • Associació de Minusvàlids de Rubí
  • AVIC (L’Hospitalet de Llobregat)
  • Bons Amics (Barcelona)
  • Borinot (Badalona)
  • C.E.I.A. (Sant Feliu de Llobregat)
  • C.I.P. La Gatzara (Badalona)
  • Centre Juvenil de Sarrià (Barcelona)
  • Chiribiripum (Badalona)
  • Cirera (Badalona)
  • Diplodocus (Badalona)
  • Estol (Barcelona)
  • Melic (Badalona)
  • Natura (Barcelona)
  • Santa Maria del Mar (Barcelona)
  • Sol Ixent (Sant Andreu de la Barca)
  • Toti Toti (L’Hospitalet de Llobregat)
  • Unió (Badalona)
  • Xaloc (Vilanova i la Geltrú)
  • Xerinola (Badalona)
  • Xivarri (Badalona)

The increase of member organizations became notable over the years, going from the twenty foundational esplais to seventieth in 1990. The association is conscious about the need of the decentralization, a process that culminates with the creation of the geographic sectors for each of the territorial areas with esplais have presence. So, we begin to work with our own logic and to define a space for gather all esplais over the territory.

However, during the third year, the increase of esplais that wanted to be member of Esplac continued growing so it appeared the need to create a working figure called  Secretaria Tècnica to carry out administrative tasks.

The new internal reality forced the Equip de Direcció (Equip de Coordinació nowadays) to take a new step introducing new representatives of the sectors. So, it was introduced the denomination Equip General de Sectors. Also the central figure of the General Secretariat is also reformulated, which would become a deliberated leader position, responsible for the technical Secretariat of the entity and with a great capacity for political action.

During these years many of the most characteristic lines of action and projects of Esplais Catalans are initiated. The aim was to promote maximum exchanges among the various entities, with shared projects such as joint camps, and also by organizing large associative frameworks to strengthen links such as the Trobada General d’Esplac (the first, in 1938 with 300 participants) or Trobada de Monitores i Monitors designed to improve the educational task (the first in 1983). Apart from these internal spaces, Esplac provided regulated training – contracted from the entity with several accredited schools – such as the courses for obtaining leader title and title of director of leisure activities. Soon the requests and the supplies were increasing to the point that over the years the need to establish a school by their own . This will end up consolidating with the formation in 1991 of the Escola Lliure El Sol, fruit of a partnership with the Fundació Ferrer i Guàrdia. 

The will of opening and to establish links beyond its own natural space of action has always been a constant characteristics form Esplais Catalans’ constant characteristic from his(her,your) foundation.  In 1983, Esplac’s representatives had been part of a Catalan delegation for the foundation of the FIEEA (Fédération Internationales pour the Échangesde Enfants you of Teenagers), with the French, Italian, Tunisian and Moroccan counterparts. On the other hand, in 1986 the formalities had begun to ask the admission of an observant entity in the International Falcon Movement -Socialist Educational (IFM-SEI). Nonetheless, its definitive admission as a full right organization member did not take place until 2012, twenty-five years later. 

Nowadays, the association Esplais Catalans is formed by more than 100 esplais placed in 67 Catalan population. There are more than 7.300 children and 1600 leaders. For more information consult our current projects.

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