1 The Popular E critically ana Popular facilitates wo
2 Education ducation model rkers ability to alyze their life
3 El Instit
4 tuto de Salud
5 y Seguridad d
6 de los Trabaja
7 dores Agríco
8 We use a number o methods that direc health and safety reg lives and experience are often far more encourage workers n also to think about ho accountable to provid las The Farmworker He facilitates health agricultural workers, have found this m addressing the ne The training partic literacy and formal e encourage participa and move, rather
9 Abstract ealth and Safety Institute (FHSI) designs and lth and safety trainings for Latino immigrant s, using a Popular Education methodology. We s methodology to be particularly effective in needs of these workers for several reasons. rticipants often have varying literacy levels of education, so we use a variety of activities that ants to look at and analyze images, talk, draw, r than simply presenting written information. r of interactive sociodramas (skits) and other ectly connect more abstract information about egulations and precautions to the workers own ces at work. Finally, because immigrant workers re vulnerable to abuses at work, our trainings not only to be aware of legal protections, but how to act collectively to hold their employers iding fair working conditions. This poster demon examples f 1. Our EPA-accredited Standard for pesti information on the 2. Our OSHA-accredite fo We detail the objectives the activities in which p the supporting materi have changed over time We hope these exam doing similar work with
10 onstrates our methodology using two from our training curriculum: d training on the federal Worker Protection sticide use on farms, which also includes he OSHA field sanitation standard; and ited training on health and safety protections for mushroom workers. es of each training, the information covered, participants take part, examples of some of rials, and information on how the trainings me based on feedback from the participants. mples will enable conference participants th low-wage immigrant workers to learn from our experiences.
12 conditions and to create c methodolog VER ( partici JUZGAR
13 d act collectively change. The gy challenges ipants to: (to see) (to judge)
14 We Work W Láminas The training uses a number of images in order convey information visually. The following are láminas, or large laminated posters, showing: (1) some of the short-term effects and
15 With Poisons : W O This approximately two-hour training covers agricultural workers rights under the following laws: the EPA-enforced Worker Protection Standard regarding pesticide use the OSHA-enforced field sanitation standard regarding sanitary facilities for agricultural workers The follow training: How p How t term, sickne Protec any additional state laws regarding pesticides and field sanitation that may exist, depending on the state where training is occurring Protec worke conta First a expos r to
16 orker Protection Overview wing topics are covered in the : pesticides enter the body to identify short-term, medium-, and long-term symptoms of ness due to pesticides tective clothing tective steps for agricultural kers to take at home to prevent tamination t aid for someone who has been osed to pesticides Re-entry intervals after pesticide application, and workers right to know Workers right to have access to sanitary facilities while working How to submit a complaint if a right has been violated How to hold employers accountable to a safe workplace The training uses a variety of techniques. Following are a few examples.
17 n Standard Train
18 ing Photo Discussion questions enco to identify the safety hazar with safer alternatives. Usi enables participants to con with and internalize the saf The section on walking / w includes a series of photos analyze for safety hazards
19 Safety at Work ourage participants rds and come up sing photos nnect more directly afety precautions This training covers the OSHA standards that impact mushroom processing and packing house workers. It is divided into eight thematic sections and is given in multiple sessions, about fifteen hours in length overall. It covers the following topics: OSHA history and accomplishments Overview Forklifts Ergono Machine Hazard How to submit a complaint and / or request an inspection Fire safety Walking / working surfaces (29 CFR 1910 subpart D) For each the relevant O implicatio providing os working surfaces s for participants to s.
20 for Mushroom W ifts and powered industrial trucks (29 CFR ) omics ine safeguarding rd communication standard h of these topics, the training covers not only t OSHA standards, but also the practical tions of holding employers accountable to ng these safe conditions at work.
23 The Fa co-foun Agrícol build ca farmwo leaders as a lea farmwo hazard ACTUA The Farmworker Hea El Instituto de Salud y Seguri P.O. Box 510, G fhsinj
24 R (to act) alth and Safety Institute idad de los Trabajadores Agrícolas Glassboro, NJ armworker Health and Safety Institute (FHSI or Institute), was unded in 1991 by El Comité de Apoyo a los Trabajadores olas (CATA) and the Farmworker Association of Florida (FWAF) to capacity within their respective organizations as well as within orker communities, by providing technical assistance and rship development training. The Institute also became established leading organization dedicated to advocacy on behalf of orker health and safety, especially as it related to environmental rds such as pesticides.
25 (1) some of the short-term effects and (2) long-term effects of pesticide exposure, as we (3) protective actions for agricultural workers to ta home in order to prevent pesticide contamina The training facilitator asks participants to com on what they see in the drawings and relate it to experiences they may have had using pesticides work. Qué le pasó a Juan This sociodrama (skit) occurs towards the training. It encourages participants to a knowledge of pesticide safety practices a a common situation at work: something wrong, but workers are afraid to speak up, b feel disempowered or are afraid that they retaliation for speaking up. Three volunteers perform this sociodrama f group. Then, in small groups, participants opportunity to discuss what they saw, what being violated, what reasons were given for change the situation, and how the character together to stand up for their rights. The im acting together in order to overcome com legitimate fears like these is emphasized. T
26 ell as take at nation. mment to s at nito? he end of the apply their and rights to g has gone because they y will suffer Título de la sección: Qué podemos hacer cuándo hay u Raúl: Antonia: Qué le pasó a Jua Oye Antonia, qué te pasa? Fíjate que mi hijo Juanito está mu estaba jugando en el rancho y un enfermó. for the entire ts have the at rights were r not acting to ers could work mportance of mmon and This setting Raúl: Antonia: Raúl: Antonia: Qué tiene? Diarreas, vómitos, ronchas y todo No te preocupes, mujer, se le va lo mejor es la gripe. Hombre, recuerdas que la finca ticidas hace dos días atrás? Esto
27 un problema? anito? uy enfemo. Ayer nas horas después se do eso a a pasar. A a fue rociada con pes toy segura que fueron
29 with and internalize the saf that they deserve at work. Pre-Training an Post-Training Te Each section contains a series of true-fal Participants answer the questions both section, in order to assess their knowledg and after completing the training section. trainers to see what information has been fectively and what may need further rei It also makes participants aware of their process and gives them a tangible way t their own progress. This is an exampl section on ergonomics.
30 afety precautions. nd ests alse questions. h before each ge at that point, n. This enables en conveyed efeinforcement. ir own learning y to measuring ple from the Favor de responder a cada pregunta Es Ergonomía la ciencia que estudia en el trabajo que causan dolores en Sí No Es cierto que el control del equipo de la manera más efectiva para reduc sa? Sí No Se puede lastimar una persona por h petitivo por mucho tiempo?
31 The name of the chem The ingredient / s Level of toxicity Recommendations to ia los tipos de accidentes n el cuerpo? No sé de protección personal es cir una condición peligro- No sé r hacer un movimiento re- Hands-On Participants take part in a v intended to simulate actual experience at work. This m more meaningful by connec something physical. For exa employer s hazard commun participants divide into sma given a chemical label and and identifying:
32 n Practice variety of hands-on activities al things they will see and makes the learning experience ecting information with xample, in the section on the unication responsibilities, all groups. Each group is d the task of reading the label emical to prevent poisoning
34 Poster Designed by: Nelson Carrasquillo, Jessica Culle
35 lley and Alexa Malishchak
36 enables participants to discuss not o sociodrama they have witnessed, but al similar personal experiences that they what actions they or others have taken t injustices at work, and what other options try in the future.
37 only the also bring in y have had, to address ns they might Jorge: ticidas hace dos días atrás? Esto los pesticidas esos que envenen tenemos que hacer antes de que nos vayan a matar. Yo también trabajé allí y tengo vó podemos hacer. Mi familia neces arriesgaré a que me despidan.
38 toy segura que fueron enaron a mi hijo. Algo e esos pesticidas vómitos. Total nada sita dinero. No me
42 Having had this direct prac participants ability to read l
43 ctice reading labels facilitates labels at work in the future.