The issue of methodology is not so relevant then, we ask the question, to see if payment is the deciding factor in all of this:

• Paying the student for his/her services or for frequenting activities isn't a real invitation to participate, it's buying his presence in benefit of the project or institution. It wouldn't be possible organize so many activities without having people to frequent them, more importantly a loyal and faithful clientel is necessary. This is the way that infinite lists of names are filled so as to receive funds and guarantee a high number of jobs and high salaries.

• To take advantage of the weak side of the child (because a child will do anything for money!) is manipulation, is a type of abuse, it's exercising one's power over him/her taking advantage of his/her immaturity, ingenuity, keeping him/her submissive, and very often, in the same or even worse situation that he/she found himself/herself in the streets. Perhaps the child will use the money to buy drugs.

• Any non-profitable organization working to help children and adolescents cannot lower itself to the level of an employment agency or industry, reserving first place to the problem of self-maintenance or the professionalization of the youth, which should be the last stage of a journey that should include a broader horizon: an integral formation of people taking off from their foundations. A lot of these children have to learn too early in life a profession and start working to survive, with the excuse that they have to be re- immersed into society, too early in life very often abandoned and lost in life. In order `to invite them` to leave it's necessary pay cheap lodgings or the use of a little shack. It's the "second abandonment" this not family but the institution. For some this is the final blow... From this point onwards we should not be surprised what direction their lives should take or if it ended up in tragedy.
Different from the majority of children of this age group, a lot of the institutionalizes don't have the right to live their infancy and a normal adolescence having friends, a hobby, playing sports and so on.

• Money cannot be seen as the primary factor, or at least, it's not the starting point from where one begins to educate a child and show the real meaning of life. Everybody knows that giving money to a child, he/she doesn't need to be educated for this, even the drug pushers know this. The educator is the one that awakens in the child the conviction that, other than his/her more immediate necessities, there are others, the fundamental ones, which have to be taken more seriously in order to guarantee a stable life.

• We cannot start from the principle that a child doesn't understand certain things and that it would be a waste of time to try and explain to him the reasons why that it's worth to take seriously the importance a good education in life. A proposal is worthwhile if it's transparent and flawless, and touches the child's heart to the point that he/she discovers that this is a greater good or benefit than the financial one. In any other fashion it's simply a financial offer thinking of financial benefits or camouflaged philanthropic manipulation, much worse that explicit exploitation.

• In order to guarantee the child na integrated and harmonious upbringing it`s necessary to begin a journey where he/she begins to understand how to learn, share life with others, respecting each one's journey and time of maturity. But it`s necessary renounce the hen today so as tomorrow one can eat the eggs in the days that lay ahead. Some understand this and take it on board! For this very reason the life that we propose is one of service, generosity, gratitude and the sharing of needs, sufferings and happiness. We want to offer a possibility of an adolescence lived in an affectionate manner, respecting oneself and others in the hope for a brighter future. A daily cohabitation with them is our pedagogy.

It's sad to see how the children assimilate the opportunist mentality, consumerist behavior, taking advantage of others not just those marginalized in the streets of our cities but those unfortunately in institutions, that don't offer them an alternative liberating education. Among the children frequenting these institutions it`s very difficult to find one who critically evaluates things or has a critical outlook on life, or even worried about his/her very future in life. These children are exclusively worried about how to get their hands on money, earn money, as if everything in life depended on this.

Na example of this educational model can be seen from an incident at our from gate last month when a group of adolescents from the end of the city: "Sir, how much do you pay a child here?" Surely, all of them returned to where they had come from not thinking of the solitary money that we offered them.