scholarly journals O histórico da escola pública moderna, sua configuração contemporânea e função social

Roteiro ◽  
2018 ◽  
Vol 43 ◽  
pp. 77
Author(s):  
Lilian Giacomini Cruz ◽  
Marcela De Moraes Agudo
Keyword(s):  
Public School ◽  
French Revolution ◽  
National Education ◽  
The Public ◽  
Modern Times ◽  
Resistance Movements ◽  
National Education Systems ◽  
History Of ◽  
Siglo Xix ◽  
Siglo Xx

Resumo: A educação pública não é uma invenção dos tempos modernos, mas a escola tal como a concebemos hoje – universal, laica, gratuita e obrigatória – é uma instituição recente, tendo seus princípios discutidos e/ou redefinidos inicialmente durante o período da Revolução Francesa, consolidando-se posteriormente, no final do século XIX e início do século XX, quando alguns países reorganizaram e implantaram seus sistemas nacionais de educação. A partir da noção histórica do desenvolvimento e da constituição da escola pública que temos atualmente, refletimos sobre a concepção de escola pública que compreendemos, ou seja, entendendo o significado do “público” que caracteriza a escola como tal e de que modo se desenvolveu historicamente. A escola, tal qual a conhecemos, é resultado de um acerto de contas: com o poder absolutista do Estado; com a ideologia dominante centrada na visão metafísica do mundo; e, finalmente, com a concepção da desigualdade humana como algo determinado pela natureza. Mesmo que, em diversos momentos, movimentos de resistência tenham reivindicado e reivindiquem o desenvolvimento de uma escola pública popular de fato, este enfrentamento ainda se faz necessário para a constituição de uma escola pública, laica, gratuita, de qualidade socialmente referenciada e desinteressada. Destacamos, a partir de Gramsci, a importância de um movimento intelectual e popular que difunda novas concepções de mundo capazes de desenvolver a consciência civil da população e de produzir novos comportamentos para que ela não se submeta à direção do Estado capitalista.Palavras-chave: Escola pública. Origem. Histórico. Função social.The history of the modern public school, its contemporary configuration and social functionAbstract: Public education is not an invention of modern times, but the school as we conceive it today – universal, secular, unpaid and obligatory – is a recent institution, with its principles discussed and/or redefined initially during the period of the French Revolution, consolidating later in the late nineteenth and early twentieth centuries when some countries reorganized and implemented their national education systems. From the historical notion of the development and constitution of the public school that we currently have, we think about the conception of public school that we understand. That is, understanding the meaning of the "public" that characterizes the school as such and how it has developed historically. The school, as we know it, is the result of a settling of accounts: with the absolute power of the State; with the dominant ideology centered on the metaphysical view of the world; and finally, with the conception of human inequality as something determined by nature. Even though, at various moments, resistance movements have claimed and claim the development of a popular public school in fact, this confrontation is still necessary to create a public, secular, free, obligatory, high quality and disinterested school. From Gramsci we emphasize the importance of an intellectual movement that diffuses new world conceptions capable of raising the civil conscience of the population and producing new behaviors that not submit to the direction of the capitalist State.Keywords: Public school. Origin. Historic. Social function.El histórico de escuela pública moderna, su configuración contemporánea y función social Resumen: La educación pública no es una invención de los tiempos modernos, pero la escuela tal como la concebimos hoy – universal, laica, gratuita y obligatoria – es una institución reciente, teniendo sus principios discutidos y/o redefinidos inicialmente durante el período de la Revolución Francesa, consolidando posteriormente, a finales del siglo XIX y principios del siglo XX cuando algunos países reorganizaron y implantaron sus sistemas nacionales de educación. A partir de la noción histórica del desarrollo y de la constitución de la escuela pública que tenemos actualmente, pensamos sobre la concepción de la escuela pública que comprendemos. Es decir, entendiendo el significado del "público" que caracteriza a la escuela como tal y de qué modo se desarrolló históricamente. La escuela, tal como la conocemos, es resultado de un acierto de cuentas: con el poder absolutista del Estado; con la ideología dominante centrada en la visión metafísica del mundo; y finalmente, con la concepción de la desigualdad humana como algo determinado por la naturaleza. Aunque en diversos momentos, movimientos de resistencia reivindicaron y reivindican el desarrollo de una escuela pública popular de hecho, este enfrentamiento aún se hace necesario para la constitución de una escuela pública, laica, gratuita, obligatoria, de alta calidad y desinteresada. Destacamos, a partir de Gramsci, la importancia de un movimiento intelectual que difunda nuevas concepciones de mundo capaces de elevar la conciencia civil de la población y de producir nuevos comportamientos para que ella no se someta a la dirección del Estado capitalista.Palabras clave: Escuela pública. Origen. Histórico. Función social.

scholarly journals O histórico da escola pública moderna, sua configuração contemporânea e função social

Roteiro ◽  
2018 ◽  
Vol 43 ◽  
pp. 77
Author(s):  
Lilian Giacomini Cruz ◽  
Marcela De Moraes Agudo
Keyword(s):  
Public School ◽  
French Revolution ◽  
National Education ◽  
The Public ◽  
Modern Times ◽  
Resistance Movements ◽  
National Education Systems ◽  
History Of ◽  
Siglo Xix ◽  
Siglo Xx

Resumo: A educação pública não é uma invenção dos tempos modernos, mas a escola tal como a concebemos hoje – universal, laica, gratuita e obrigatória – é uma instituição recente, tendo seus princípios discutidos e/ou redefinidos inicialmente durante o período da Revolução Francesa, consolidando-se posteriormente, no final do século XIX e início do século XX, quando alguns países reorganizaram e implantaram seus sistemas nacionais de educação. A partir da noção histórica do desenvolvimento e da constituição da escola pública que temos atualmente, refletimos sobre a concepção de escola pública que compreendemos, ou seja, entendendo o significado do “público” que caracteriza a escola como tal e de que modo se desenvolveu historicamente. A escola, tal qual a conhecemos, é resultado de um acerto de contas: com o poder absolutista do Estado; com a ideologia dominante centrada na visão metafísica do mundo; e, finalmente, com a concepção da desigualdade humana como algo determinado pela natureza. Mesmo que, em diversos momentos, movimentos de resistência tenham reivindicado e reivindiquem o desenvolvimento de uma escola pública popular de fato, este enfrentamento ainda se faz necessário para a constituição de uma escola pública, laica, gratuita, de qualidade socialmente referenciada e desinteressada. Destacamos, a partir de Gramsci, a importância de um movimento intelectual e popular que difunda novas concepções de mundo capazes de desenvolver a consciência civil da população e de produzir novos comportamentos para que ela não se submeta à direção do Estado capitalista.Palavras-chave: Escola pública. Origem. Histórico. Função social.The history of the modern public school, its contemporary configuration and social functionAbstract: Public education is not an invention of modern times, but the school as we conceive it today – universal, secular, unpaid and obligatory – is a recent institution, with its principles discussed and/or redefined initially during the period of the French Revolution, consolidating later in the late nineteenth and early twentieth centuries when some countries reorganized and implemented their national education systems. From the historical notion of the development and constitution of the public school that we currently have, we think about the conception of public school that we understand. That is, understanding the meaning of the "public" that characterizes the school as such and how it has developed historically. The school, as we know it, is the result of a settling of accounts: with the absolute power of the State; with the dominant ideology centered on the metaphysical view of the world; and finally, with the conception of human inequality as something determined by nature. Even though, at various moments, resistance movements have claimed and claim the development of a popular public school in fact, this confrontation is still necessary to create a public, secular, free, obligatory, high quality and disinterested school. From Gramsci we emphasize the importance of an intellectual movement that diffuses new world conceptions capable of raising the civil conscience of the population and producing new behaviors that not submit to the direction of the capitalist State.Keywords: Public school. Origin. Historic. Social function.El histórico de escuela pública moderna, su configuración contemporánea y función social Resumen: La educación pública no es una invención de los tiempos modernos, pero la escuela tal como la concebimos hoy – universal, laica, gratuita y obligatoria – es una institución reciente, teniendo sus principios discutidos y/o redefinidos inicialmente durante el período de la Revolución Francesa, consolidando posteriormente, a finales del siglo XIX y principios del siglo XX cuando algunos países reorganizaron y implantaron sus sistemas nacionales de educación. A partir de la noción histórica del desarrollo y de la constitución de la escuela pública que tenemos actualmente, pensamos sobre la concepción de la escuela pública que comprendemos. Es decir, entendiendo el significado del "público" que caracteriza a la escuela como tal y de qué modo se desarrolló históricamente. La escuela, tal como la conocemos, es resultado de un acierto de cuentas: con el poder absolutista del Estado; con la ideología dominante centrada en la visión metafísica del mundo; y finalmente, con la concepción de la desigualdad humana como algo determinado por la naturaleza. Aunque en diversos momentos, movimientos de resistencia reivindicaron y reivindican el desarrollo de una escuela pública popular de hecho, este enfrentamiento aún se hace necesario para la constitución de una escuela pública, laica, gratuita, obligatoria, de alta calidad y desinteresada. Destacamos, a partir de Gramsci, la importancia de un movimiento intelectual que difunda nuevas concepciones de mundo capaces de elevar la conciencia civil de la población y de producir nuevos comportamientos para que ella no se someta a la dirección del Estado capitalista.Palabras clave: Escuela pública. Origen. Histórico. Función social.

scholarly journals Princípios de composição: descripções, narrações, cartas etc. por Guilherme do Prado (1895)

2018 ◽  
Vol 17 (1) ◽  
pp. 85
Author(s):  
Geraldo Inácio Filho
Keyword(s):  
School Culture ◽  
Late 19Th Century ◽  
Culture History ◽  
Teachers And Students ◽  
Textbook Writing ◽  
History Of ◽  
Siglo Xix ◽  
Cultura Escolar ◽  
Teaching Of Writing ◽  
Siglo Xx

Os manuais escolares são utilizados no Brasil, para uso de professores e alunos desde fins do século XIX e, no decorrer do século XX firmaram-se como objetos ou utensílios da cultura escolar. Este artigo analisa um manual escolar produzido no Brasil em 1895 – Princípios de Composição por Guilherme do Prado. A investigação centra-se nas prescrições para o ensino da redação/composição na escola e procura ressaltar como o autor assimilou conhecimentos que contribuíram para fazer da composição/redação um saber escolarizado.Palavras-chave: Manual escolar. Redação. Cultura escolar; História da Educação. AbstractSchool manuals to be used by teachers and students were established in Brazil in the late 19th century and were consolidated throughout the 20th century as objects or instruments of school culture. This article examines a school manual produced in Brazil at 1895 – Princípios de Composição, by Ghuilherme do Prado. This research focuses on the requirements for the teaching of writing at school and seeks to highlight how authors used knowledge that contributed to make writing a school knowledge.Keywords: School textbook. Writing. School culture. History of Education.ResumenLos manuales escolares han sido utilizados en Brasil para uso de profesores y alunos desde finales del siglo XIX y se consolidaron a lo largo del siglo XX como objetos ou instrumentos de la cultura escolar. Este articulo analiza un manual escolar produzido en Brasil nel año 1895 por Guilherme do Prado. La investigación se centra en las prescripciones para la enseñanza de la escritura y procura ressaltar como el autor ha integrado conocimientos que contribuyeron a hacer de la escritura un saber escolarizado.Palabras-clave: Manual escolar. Escritura. Cultura escolar. Historia de la Educación.

scholarly journals ISLAM, AGAMA TOLERANSI DAN CINTA DAMAI : (TELAAH ATAS NOVEL AYAT-AYAT CINTA KARYA HABIBURRAHMAN EL SHIRAZY)

2020 ◽  
Vol 1 (2) ◽  
pp. 70-89
Author(s):  
Ahmad Yasid ◽  
Moh Juhdi
Keyword(s):  
Public Space ◽  
Public Discourse ◽  
Legal Rule ◽  
The Public ◽  
Modern Times ◽  
Middle Way ◽  
History Of ◽  
Data Collection Technique ◽  
Role Of Religion

Abstract   Islam, religion of tolerance and love of peace is one of Habiburrahman El Shirazy’s, it is a study indicating the values ​​of love and tolerance of Islam in the modern public space area. This study used the underlying theory of the values ​​of love and tolerance as well as the role of Islam in modern times that has been developing in the public discourse that in the history of human civilization there are several things that must be understood that humans have the sense to differentiate between humans and other creatures. From this reason humans can do something to explore and explain things that are not known by others. The method that is used in data collection technique is documentation technique, because this study is descriptive qualitative. This study examines several things including the values of love and tolerance because accepting differences is a distinct pleasure for each particular societies in other words, not seeing other people as deviants or enemies but as partner to complement each other by having an equal position and equally valid and valuable as a way of managing life and living life both individually and collectively. Acceptance of differences demands changes in the legal rule in people's lives so that the role of religion in the modern public space area becomes a middle way to build diversity and a nature that must both appreciate and respect one another, this diversity is seen in the portrait of everyday life which then creates peace, and harmony in interacting with all elements of society.    

National Education Systems

2019 ◽  
pp. 181-198
Author(s):  
Craig Campbell ◽  
Maxine Stephenson
Keyword(s):  
New Zealand ◽  
Social History ◽  
School Systems ◽  
Indigenous Students ◽  
National Education ◽  
Curriculum And Pedagogy ◽  
Private Interests ◽  
British Colonization ◽  
National Education Systems ◽  
History Of

With British colonization from the late eighteenth century came attempts to school indigenous and nonindigenous populations in ways familiar to colonizers. This was so in Australia and New Zealand. Writing histories that respect the indigenous experience of education has been a challenge. Mainstream historiography concentrated on the growth of schools and school systems as they provided for the colonizing populations from Britain. Colonial and postcolonial struggles among private interests, churches, and the state over schooling were the common subjects of research. Beginning in the 1970s revisionist historians have often written in terms of social history. Relationships between schooling and different social classes, indigenous students, teachers, and girls and women students often inform more recent writing. Traditional biographies of educators, histories of schools and school systems, and curriculum and pedagogy have not been neglected, but the influence of recent international historiography has impacted research into the history of education in Australia and New Zealand.

scholarly journals Iconografía fundacional en la historia del Perú

2019 ◽  
pp. 15-25
Author(s):  
Leopoldo Lituma Agüero
Keyword(s):  
Twentieth Century ◽  
Basic Education ◽  
National History ◽  
School Population ◽  
Early Twentieth Century ◽  
Palabras Clave ◽  
History Of ◽  
Collective Imagination ◽  
Siglo Xix ◽  
Siglo Xx

Luego de la Independencia, la construcción iconográfica devino en indispensable por la necesidad de educar en la historia patria desde un punto de vista vernáculo. Sin embargo fueron extranjeros los primeros que se abocaron a la investigación y compendio de la historia patria desde sus orígenes.Aquellos textos, sin imágenes aún, se utilizaron en la incipiente educación peruana del siglo XIX. A principios del siglo XX aparecieron en el Perú los primeros textos escolares ilustrados, los uales incorporaron imágenes tomadas de publicaciones foráneas, algunas de ellas con una visióneuropeizante de lo acontecido en estas tierras. Otras publicaciones menos idealizadas contribuyeron,  con sus dibujos y grabados, a la historia visual del país, y cuando fueron incorporados a los libros paraeducación básica coadyuvaron a crear el imaginario colectivo. El presente artículo muestra algunas fuentes iconográficas que sirvieron para instruir a la población escolar de principios del siglo XX, varias tomadas como válido referente en diversas situaciones de la historia del Perú, preguntándose cómo pueden haber influido en la conciencia nacional. Palabras clave: Iconografía, Imaginario, Historia, Educación Básica, Perú   AbstractAfter Independence, the building became iconographic indispensable due to the need for educationin the country´s history from a vernacular perspective. But foreigners were the first to set about theresearch and compilation of national history from its origins. Those texts, no pictures yet, were used inthe emerging nineteenth century Peruvian education. In the early twentieth century came the first illustrated textbooks, witch incorporated images taken from foreign publications, some with a view of what happened European vision in these lands. Other publications less idealized helped with his drawings and print to the visual history of the country, and when they were incorporated into the books for basic education, helped create a collective imagination. This article shows some iconographic sources that served to educate the school population in the early twentieth century, several taken as a valid reference in various situations in the history of Peru, wondering how it may have influenced national consciousness. Keywords: Iconography, Imagination, History, Basic Education, Perú

scholarly journals Education and State Formation Revisited

1994 ◽  
Author(s):  
Andy Green
Keyword(s):  
New Zealand ◽  
State Formation ◽  
Educational Development ◽  
History Of Education ◽  
Canadian History ◽  
Education Systems ◽  
National Education ◽  
National Education Systems ◽  
History Of

The origins of national education systems have constituted one of the chief preoccupations of educational historiography during the last twenty years and, latterly, state formation has offered one of the major explanatory paradigms. Versions of this approach have been developed in a number of studies of educational development in Australia, Canada, Sweden, Prussia, Britain, and elsewhere (Miller, 1986; Curtis, 1988; Melton, 1988; Boh, 1989; Green, 1990; Davey and Miller, 1990). Most of these originated in research begun in the early and mid-1980s, some ten years ago. The 1993 conference plenary of the Australian, New Zealand, and Canadian History of Education Societies thus offered an appropriate time and place to re-assess current directions of research in this field. 

scholarly journals Os “Comentários à Constituição” de Carlos Maximiliano Pereira dos Santos e a Repercussão da Cultura Jurídica Argentina no Brasil Durante a Primeira Metade do Século XX

2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Ezequiel Abásolo
Keyword(s):  
Twentieth Century ◽  
Legal Culture ◽  
General Situation ◽  
Constitutional History ◽  
Max Planck ◽  
National Agency ◽  
History Of ◽  
Siglo Xix ◽  
America Latina ◽  
Siglo Xx

OS “COMENTÁRIOS À CONSTITUIÇÃO” DE CARLOS MAXIMILIANO PEREIRA DOS SANTOS E A REPERCUSSÃO DA CULTURA JURÍDICA ARGENTINA NO BRASIL DURANTE A PRIMEIRA METADE DO SÉCULO XX* LOS COMENTARIOS A LA CONSTITUCIÓN DE CARLOS MAXIMILIANO PEREIRA DOS SANTOS Y LA REPERCUSIÓN DE LA CULTURA JURÍDICA ARGENTINA EN EL BRASIL DURANTE LA PRIMERA MITAD DEL SIGLO XX THE COMENTÁRIOS À CONSTITUIÇÃO (COMMENTS ON THE CONSTITUTION) BY CARLOS MAXIMILIANO PEREIRA DOS SANTOS AND THE REPERCUSSION OF ARGENTINIAN LEGAL CULTURE IN BRAZIL DURING THE FIRST HALF OF THE TWENTIETH CENTURY  Ezequiel Abásolo**  RESUMO: Como parte de uma linha de investigação demarcada no PICT Bicentenário 2010 de número 2821 – “Experiências jurídicas no direito privado entre América Latina e Europa na primeira metade do séc. XX (1901-1945)”, patrocinado conjuntamente pela Agência Nacional de Promoção Científica e Tecnológica da Argentina e o Max-Planck-Institut da Alemanha, neste trabalho se aborda a recriação de um aspecto do processo de aceitação e difusão da cultura jurídica argentina que teve lugar no Brasil entre fins do séc. XIX e primeira metade do séc. XX. Recorrendo a uma variedade de fontes doutrinárias e legislativas da época, e após fazer várias referências à situação geral do fluxo horizontal de ideias, experiências e produtos normativos entre Argentina e Brasil durante a época, a atenção se centra no exame dos conteúdos argentinos, e os motivos de sua incorporação, refletidos nos Comentários à Constituição brasileira que publicara o jurista Carlos Maximiliano Pereira dos Santos em 1918. PALAVRAS-CHAVE: História do Direito Ibero-americano. Circulação de ideias jurídicas. História constitucional brasileira. História constitucional argentina. Cultura jurídica. RESUMEN: Como parte de una línea de investigación enmarcada en el PICT Bicentenario 2010 2821 "Experiencias jurídicas en el derecho privado entre América Latina y Europa en la primera mitad del siglo XX (1901-1945)"  (patrocinado conjuntamente por la Agencia Nacional de Promoción Científica y Tecnológica de la Argentina y el Max-Planck-Institut de Alemania), en este trabajo se aborda la recreación de un aspecto del proceso de aceptación y difusión de la cultura jurídica argentina que tuvo lugar en el Brasil entre finales del siglo XIX y la primera mitad del XX. Recurriendo a una variedad de fuentes doctrinarias y legislativas de época, y tras hacer varias referencias a la situación general del flujo horizontal de ideas, experiencias y productos normativos entre Argentina y Brasil durante la época, la atención se centra en el examen de los contenidos argentinos, y los motivos de su incorporación, reflejados en los Comentarios a la Constitución brasileña que publicara el jurista Carlos Maximiliano Pereira dos Santos en 1918. PALABRAS LLAVE: Historia del derecho iberoamericano. Circulación de ideas jurídicas. Historia constitucional brasileña. Historia constitucional argentina. Cultura jurídica. ABSTRACT: As part of a research framed by the PICT 2010 2821 Bicentennial "Legal experiences in private rights between Latin America and Europe in the first half of the twentieth century (1901-1945)", co-sponsored by the National Agency of Science and Technology of Argentina and the Max Planck Institute in Germany, the essay studies a part of the process of acceptance and dissemination of Argentinian legal culture that took place in Brazil during the late nineteenth and mid-twentieth century. Drawing on a variety of doctrinal and complementary legislative sources of the time, and after making several references to the general situation of the horizontal flow of ideas, experiences and normative products between Argentina and Brazil during the time, we will focus on the examination of Argentinean content, and the reasons for its incorporation, reflected in the Comentários à Constituição brasileira (Comments on the Brazilian Constitution) published by the jurist Carlos Maximiliano Pereira dos Santos in 1918. KEYWORDS: Legal History of Ibero-America. Circulation of Legal Ideas. Brazilian Constitutional History. Argentinean Constitutional History. Legal Culture.* Versão original publicada do texto: ABÁSOLO, Ezequiel. Los Comentarios a la Constitución  de Carlos Maximiliano Pereira dos Santos y la repercusión de la cultura jurídica argentina en el Brasil durante la primera mitad del siglo XX. Revista de Historia del derecho [online]. 2014, n. 47, p. 1-13. ISSN 1853-1784. Tradução de Denis Guilherme Rolla, mestrando em Direito pela Universidade Federal do Rio Grande do Sul (UFRGS), com a autorização do autor. Revisão da tradução de Alfredo de J. Flores, professor da graduação em Direito da UFRGS e professor permanente do PPGDir-UFRGS.** Doutor em Direito pela Universidad de Buenos Aires (UBA). Doutor em Ciências Políticas pela Pontificia Universidad Católica Argentina (UCA). Professor Protitular de História do Direito Argentino, com Dedicação Especial para Pesquisa (UCA). Professor em História do Direito em várias instituições argentinas. É atualmente o 2º Vice-diretor do Instituto de Investigaciones en Historia del Derecho (Argentina).

scholarly journals A HISTÓRIA DA ÁFRICA: UMA LEITURA DO CURRÍCULO ESCOLAR DO ESTADO DE SÃO PAULO

2018 ◽  
Vol 2 (4) ◽  
pp. 07-12
Author(s):  
Carlos Eduardo Rodrigues
Keyword(s):  
Public School ◽  
Theoretical Analysis ◽  
Digital Media ◽  
Sao Paulo ◽  
São Paulo ◽  
African Continent ◽  
Official Document ◽  
The Public ◽  
History Curriculum ◽  
History Of

The theme to be developed is the way in which the history of the African continent is taught in the history curriculum of the State of São Paulo, the objective is to understand the organization of the contents and the didactic proposal existing in two materials available to students and teachers: the book of the student and the book of teacher's. Through a methodology that revisits the bibliography published in print and digital media accompanied by the theoretical analysis of the curriculum, official document that regulates this field of education throughout the public school, I try to discuss issues that involve the teaching and representation of Africa and the africans. We hope that the research contributes to the socio-cultural and humanistic developmentof the students in order to understand how to improve their perception of Africa.

National Education Systems

2019 ◽  
pp. 227-240 ◽  
Author(s):  
Peter Kallaway
Keyword(s):  
Policy Development ◽  
Educational Systems ◽  
Weak States ◽  
Welfare Policies ◽  
National Education ◽  
Missionary Education ◽  
Nation States ◽  
National Education Systems ◽  
History Of ◽  
African Context

Crafting educational systems suitable for the African context remains a challenge today, as it was for colonial administrators and educators. Despite changes from the era of missionary education to today’s secular nation-states, there are significant continuities that require the attention of researchers and policymakers. The promise of education as a bridge to modernity for rural populations through welfare policies of the postwar era has been threatened by the emphasis on market-based policies and “cost recovery” programs in economically weak states since the 1980s. A key limitation to creative policy development is to be found in the presentism of much policy development. The current challenge is for researchers and policymakers to explore the history of education in Africa in a search for approaches that promote equity through education.

A Brief History of Public Education and Its Impact on Marginalized Populations

2021 ◽  
pp. 55-63
Author(s):  
Timmesha A. Butler ◽  
Shelbie Dixon-Brown ◽  
Rena′ Glass-Dixon ◽  
Jennifer McLaurin
Keyword(s):  
Public School ◽  
Public Education ◽  
School System ◽  
School Social Workers ◽  
Evidence Based ◽  
Marginalized Populations ◽  
New School ◽  
The Public ◽  
History Of ◽  
The U.S

The purpose of this chapter is to provide new school social workers with an understanding of the inequality that is rooted in public education and how it relates to their professional practices. An overview of the history of the U.S. public school system and the history of school social work is provided, focusing on the public school system’s role in the academic achievement gaps that continue to exist between marginalized populations and their peers. The school social worker’s roles as advocate and connector, facilitator, and clinician are outlined. Maslow’s hierarchy of needs, Bronfenbrenner’s ecological systems theory, and strengths-based practice theories are discussed. Evidence-based strategies and resources that can be used to address the needs of marginalized populations are explained.

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