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Large-group capacitation
Large-group capacitation is an adult education and social psychology concept associated with the Brazilian sociologist Clodomir Santos de Morais, and grounded in the "activity"〔Meaning, among others, a ''real'' activity (vs. mere simulation exercise); an experiential learning activity; a Cultural-Historical Activity Theory-based activity.〕〔 on de Morais' use of Activity Theory.〕 of the individual and the social psychology of the large group.〔de Morais Chapter 3 in 〕〔(Labra, Iván, 1992, 3.2. ) p. 82: ''"psicología social de grandes grupos"''(Spanish); Chapter 2; : Social Psychology of the Large Group.〕 When applied to the context of the Organization Workshop (OW), which, historically, has been used mainly for the purpose of job creation and income generation,〔but more recently, especially in ( South Africa ) and (Costa Rica ), for broader-based (Social ) and Community Development initiatives.〕 it is known as Metodología da Capacitação Massiva (MCM) in Portuguese, Método de Capacitación Masiva (MCM)〔 (online): "Annex: A methodological path". Also (book): (Sobrado & Rojas, 2006 ISBN 9977-65-281-3 ) p. 185ss EUNA, Costa Rica, and ; .〕 in Spanish and as Large Group Capacitation Method (LGCM)〔〔 in English.
== Coinage ==
The English term capacitation is a translation of the latino〔latino, as the method originated in Latin America see: Organization Workshop.〕 terms ''capacitação'' (Portuguese)/''capacitación'' (Spanish).〔The Spanish section of the tri-lingual "Adult Education Glossary" explains that the term ''capacitación'' (Spanish) is usually followed by the adjectives ''vocational'' or ''technical'', ie preparation for qualified employment – re: ''"trabajo calificado"'' (Spanish) (p. 79).〕〔NB: the English verb (''to capacitate'' ) means ''to make capable; to enable'' – from ''capax'' (Latin) = capable. (As for ''"biological process related to reproduction"'', see: Capacitation).〕Capacitation marks the generic difference between transitive〔That is, subject-to-subject ''transmission'' of knowledge, skills and communication(s). Banking education (Freire) "''in which the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat''" would be an example of such subject-to-subject ''transitive'' mode, in the field of education.〕 and intransitive〔That is, non-transitive, object-to-subject 'objective activity', i.e. where ''the object teaches'' or ''how adults learn'', ie autonomously – see: Andragogy and "Andragogy forms the basis of the process".〕 modes of learning and communicating〔e.g. 〕〔The "Concise Oxford Dictionary" 2004, OUP ISBN 978-0-19-8609773 p. 110 translates ''capacitación'' (Spanish) as ''training'' (English). – Conversely, the Spanish translation of "training"(English) is not ''capacitación'' (Spanish), but, instead, ''entrenamiento''(Spanish)/ ''adiestriamiento''(Spanish). Alternatively: ''entrenamento''(Portuguese)/''adestramento''(Portuguese).〕 implicit in de Morais' aphorism ''se aprende, porém não se capacita'' (Portuguese) : "(trainee ) learns, but is not capacitated".〔Morais in: p. 6 (nb. Portuguese original): ''"Professional training () generally transfer elements of theory well before practical elements are produced. The latter aborts the capacitation process: ''the trainee learns, but is not capacitated'': ''se aprende, porém não se capacita'' (Portuguese)''.〕〔 (nb.Spanish original) ''"To prioritize elements of theory before introducing elements of practice, means that the capacitation process of those involved in the setting the "Organization Workshop Enterprise" is being frustrated: ''they learn but are not capacitated'': ''se aprende, pero no se capacita''(Spanish)''.〕 Capacitation, – from ''capacitação'' (Portuguese) -,〔: "Capacitation".〕 here, is reminiscent of the adult education concept of ''conscientization'' – from ''conscientização'' (Portuguese) -, popularized by Brazilian theorist, activist and a lifelong friend of Clodomir's, Paulo Freire.〔 p. 39: "A final moment with Paulo Freire – 1997".〕 While Freire's work was translated into English as early as 1970,〔. See also: Pedagogy of the Oppressed〕
de Morais' Organization Workshop (OW) – and, hence, moraisean large-group capacitation (LGC) – did not come to the attention of the English-speaking public until the mid-80s, when the Chilean Social Psychologists I. & I. Labra moved to Zimbabwe and transferred the method to the (southern) African context.〔 Ch 12: "Hard Learning in Zimbabwe".〕 Latino texts were initially translated on an 'ad hoc' basis, including the 'dictionary' translation of ''capacitación'' (Spanish) as ''training'' (English).〔'Training' also happened to coincide with potential sponsors' Development glossaries, e.g. the ILO's 1980s ''Persons with Lower Levels of Literacy'' (LLLs) ( training modules ).〕〔'Dictionary' translations of ''capacitação'' (Portuguese)/''capacitación'' (Spanish) (translated as ''"training"'') occasionally can be found in official documents, as, e.g., in , which is a Government translation of Vera Nacif's ( original Spanish text ).〕 Cherrett's 1992 first ever translation into English of de Morais' ''Apuntes de Teoría de la Organización'',〔transl: "Notes on a Theory of Organization" (ETC, Newcastle, UK)〕 also, was still referred to as a "Training" Manual.
It was not until the ALFA International Conference〔ALFA – (America Latina Formación Academica )〕 in Manchester, UK, in 1998, attended by de Morais and academics from four European and four Latin American Universities,〔Manchester UK, Wageningen, Netherlands, Basque University Spain, Pisa Italy, Chapingo Mexico, Central University Venezuela, National University and Public University of Costa Rica. (see: )〕 that a consensus was reached on the dedicated terms Capacitation and Large Group Capacitation (LGC).〔 p. 10〕
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