Archives de catégorie : Droits et société

O Rap e a luta indígena do século XXI: Entrevista com Luanko

Neste mês de Maio a equipe do Cultura Crítica entrevistou o rapper mapuche Gonzalo Luanko, popularmente conhecido como ‘Luanko’, para saber mais de sua história. Na nossa conversa o rapper conta sua experiência como músico, e diz por que escolheu o rap como forma de luta e expressão para representar os interesses indígenas (termo que ele critica) atuais. Relata ainda como a utilização do rap para falar da cultura mapuche levou a jovens e adultos que não falavam mapudungun (língua mapuche) a se interessar pela língua e recuperar essa cultura ancestral. Como diz o rapper: « Para mim, a forma é o rap. O fundo é mapuche. »


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Attentats de Paris : une occasion pour s’engager

Dans cet article, un parisien d’adoption, qui a décidé de rester anonyme, essaie de mettre un peu d’ordre dans la masse d’informations avec laquelle on a été submergés depuis les attentats de Paris du 13 novembre 2015. L’auteur, qui n’est pas un spécialiste du terrorisme ou du Moyen Orient, vise à proposer un « vadémécum » des causes et des solutions pour lui-même et pour ses lecteurs. Cela avec le but de pousser tout un chacun à l’engagement politique, quel qu’il soit, notamment dans des projets qui soutiennent l’intégration multiculturelle, du côté sociologique, et la démocratie directe, du côté plus explicitement politique.

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Education For All in sub-Saharan Africa: A Mirage?

Many sub-Saharan African countries have put great efforts towards the attainment of the goals of Education For All (EFA) as determined and agreed upon at the World Conference on Education For All (WCEFA) held in Jomtien, Thailand in 1990 and re-affirmed in Dakar, Senegal in 2000. This has led to considerable progress in reaching the EFA targets in some countries, including achieving gender parity, at least in primary school; expanding basic education to include additional years of secondary education; and finding a better balance between academic education and technical‐vocational and training. But many serious challenges remain, notably inadequate infrastructure and teacher resources and persistent geographic and socio‐economic disparities which leave many children (girls, the poor, ethnic/linguistic minorities) never enrolled in, or eventually pushed out of, school. Apart from Seychelles, it was elusive or mirage in much of  sub-Saharan Africa (SSA) achieving  the Millennium Development Goals (MDGs) for education – ensuring that every child, irrespective of gender, is able to complete a full course of primary school education in 2015.

Text by Victor F. O. Ombati & Alice Masese

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Entre le rap et la sociologie à la recherche de l’homme postmoderne

Genio futurista, de Giacomo Balla

Genio futurista, de Giacomo Balla

La postmodernité[1] est un sujet très polémique qui permet des innombrables approches. Le sociologue et philosophe Zygmunt Bauman s’est penché sur cette question dans son œuvre La vie en miettes – Expérience postmoderne et moralité, où il essaie de comprendre l’individu postmoderne, si multiple et apparemment si proche de nous. C’est, par ailleurs, la même approche choisie par l’ex-rappeur Benjamin Paulin dans sa chanson L’homme postmoderne[2], où il en présente une définition. Étant ses œuvres dans une relation dialogique[3] très forte, nous allons rapprocher leurs idées pour en dégager leurs conceptions de cet homme. Cet article, qui reste très collé aux deux œuvres, s’organise en 3 axes concernant des aspects différents de leurs descriptions : l’accumulation, le changement et la négativité.

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Los laberintos oníricos de la democracia guatemalteca.

 

En la situación actual de agitación social en Guatemala, la renuncia de la Vicepresidenta de Guatemala, Roxanna Baldetti, con el pedido de más transparencia en el manejo de los asuntos públicos en el país como tela de fondo, marca un hito sin precedentes en este país centroamericano. La velocidad de la democratización, lenta e inconmesurable, va más allá del uso de Internet y del oportunismo – político – de algunos personajes. En plena campaña electoral, este evento no es anodino.

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The forgotten South: Politics and Education in Guyana

Conquering its independence in 1966 from the United Kingdom, Guyana remains a forgotten country in South American political mainstream. While the most part of South American countries present a considerable progress on school enrollment and adult’s illiteracy reduction, Guyana stands at the top of non-school enrollment and adult illiteracy: it has an impressive 572% bigger rate of out-of-school children than Brazil for a 26187.9% smaller population. A common project of a stronger regional political cooperation among South American countries would very likely be profitable to Guyanese domestic scopes and constitutional legal premises. It could be argue that being a country in the Caribbean region, the national de facto detachment from South America would be strategical. We want to show the reasons for this detachment, why it is not strategical, and unveil the colonial roots of this antiquate practice.

Text by Arthur Catraio

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A formação em engenharia como exemplo da necessidade de uma renovação humanista do ensino profissionalizante

mau_davinciAlthough the need for a formation in humanities and social sciences in engineering schools has become moot point for many in the training of professionals to address the complexity of today’s challenges, these actions have still been poorly implemented and disseminated. The article presents a humanist ideal for professional education based on the definition of the engineer and on the new models for their formation, taken as an example of a profession that is currently evolving.

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POR UM CURRÍCULO CRÍTICO-LIBERTADOR PARA A EDUCAÇÃO DO SÉCULO XXI

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.

Texto de Valter Martins Giovedi[1]

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The long path for Education

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

"10 years old Dipa and 12 years old Laboni study in class 2 at "Unique Child learning Center", Mirmur-Dhaka, Bangladesh" by GMR Akash - UNESCO. Licensed under CC BY-SA 3.0-igo via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:10_years_old_Dipa_and_12_years_old_Laboni_study_in_class_2_at_%22Unique_Child_learning_Center%22,_Mirmur-Dhaka,_Bangladesh.jpg#/media/File:10_years_old_Dipa_and_12_years_old_Laboni_study_in_class_2_at_%22Unique_Child_learning_Center%22,_Mirmur-Dhaka,_Bangladesh.jpg

Challenges for Education in Bangladesh

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).

Text by M Mahruf C Shohel

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