The following text is an essay in favor of a critical-liberating curriculum. To support this position, it’s argumentation begins with the acknowledgement of the politicity inherent to all educational practice and curricular conception. Next, it assumes a curriculum concept and demonstrates that, amongst the many elements that constitute the school curriculum, it is possible to emphasize the “school knowledge selection” as one of the most important decisions to be made by teachers and schools. The text ends its reflections by pointing out some assumptions and implications of the critical-liberating curriculum for the meaningful school knowledge selection, by highlighting the possibility and the necessity of this curricular perspective when we take commitment to a liberating education.
Este texto é um ensaio em favor de um currículo crítico-libertador. Para sustentar essa posição, ele inicia a argumentação pela constatação da politicidade inerente a toda prática educativa e a toda concepção curricular. Ele segue assumindo um conceito de currículo e evidenciando que, dentre os vários elementos que constituem o currículo escolar, podemos destacar a “seleção dos conhecimentos escolares” como uma das principais decisões curriculares a ser tomada pelos professores e escolas. O texto finaliza a sua reflexão apontando alguns pressupostos e implicações do currículo crítico-libertador para o processo de seleção dos conhecimentos escolares significativos, ressaltando a possibilidade e a necessidade dessa perspectiva curricular quando assumimos o compromisso em favor de uma educação libertadora.
Salome and Jackson are siblings of about 11 years old from a rural region of Kenya, their daily morning starts with a manual digging in the sand in a quest for water. Their home does not has neither electricity nor piped water, and they cross a 15 kilometers distance through the kenyan savannah to get to school. In the first article of the 1948 Universal declaration of human rights we read that all human beings are born free and equal in dignity and rights. But is it true? Continuer la lecture →
Education empowers, gives choices, and a voice to the disadvantaged; it also promotes health by teaching students about good health practices, and in these ways it helps to break down the poverty cycle. It is perceived as an instrument of economic growth, productivity, and enculturation of humanity (Maruatona, 1999). This explains why it is often assigned the task of being a pre-requisite for the development of labour, control of fertility, mortality, and fostering improved quality of life and increased life expectancy in both developed and developing nations (UNESCO, 1999). Education therefore has been recognised as a priority sector by all Governments since the independence of Bangladesh. In order to maintain a modern, scientific and effective education system, the Government continues to attach the highest priority to the improvement of the education sector– at the very least, in terms of stated policy and increasing investment in education (Ahmed and Nath, 2005).
Comment, sur une autonomie qui n’existe pas, éduquer à l’autonomie ? C’est à cette tâche « impossible » que se confronte la pédagogie. Car il s’agit de transformer l’être humain, c’est-à-dire de développer son autonomie, son activité propre en utilisant cette même activité. Or cela suppose la création d’un espace relationnel fondé sur la reconnaissance où l’autonomie, le respect de soi et des autres, la solidarité et la responsabilité surgissent comme modes de vies spontanés. L’éducation a donc une double tâche : développer l’autonomie en créant l’espace relationnel où elle peut surgir. C’est donc à expliciter cette double tâche, à donner quelques pistes de réflexion dans cette direction, que notre article se consacre.
The article reflects on the global agenda on education, particularly in regard to the « quality education » and visions and debates that underlie their interpretation, and offer a look on their understanding from Costa Rica and Latin America.
When there is a lack of ethics, corruption, usually politicians are blamed, when there is a lack of education, usually the parents, the school and the teachers are blamed, and when there is a lack of citizenship, it seems that it is the fault of the alien, the other, that does not know how to behave here. We will see that these preconceptions lead us to the path of the self exempt responsibility. Ethics, education and citizenship have in common: prepare us for action. On the one hand, these are topics of easy and recurrent communication, on the other hand, they are matters of grave, complex and difficult attitude. Compulsory in the curriculum of life, ethics, education and citizenship are everyone’s responsibility, and also result from the past decisions from those who are already dead. It is necessary to reassume the world.
Capital’s overall determinations deeply affect every single domain which has a bearing on education, and by no means only the formal educational institutions. The latter are closely integrated in the totality of the social processes. They cannot function properly, unless they are in tune with the comprehensive educational determinations of society as a whole.
by István Mészáros, originally published by Boitempo Editorial, 2008.*
Ler é muito gostoso; é natural que as pessoas gostem.
Só falta alguém que desperte esse interesse.
(Ana Maria Machado)
In this article, we intend to analyze the relationship of Brazilian people between 10 and 12 years old with reading. For this, we will use data from a research named “Portraits of the reading process in Brazil”, and from a survey answered by 7th graders of a state school in São Paulo.
This article concisely presents the results of a research on the relation between employed mothers and their children’s difficulty on learning both how to read and write. It thus analysis women displacement from domestic work to the job market and its social and affective implications.
This article is based on research that addressed the relationship between material competence, budget distribution and access to basic education in Brazil. Given the importance of the right to education and its effects on the development of society, we have selected for this article the analysis of the right to educantion’s historical building and its current legal and constitutional framework.