scholarly journals “NÃO EXISTE PECADO DO LADO DE BAIXO DO EQUADOR”: políticas de currículo, direito à educação e as escritas nunca escritas

2017 ◽  
Vol 23 ◽  
pp. 43
Author(s):  
Maria Luiza Süssekind ◽  
Raphael Pellegrini
Keyword(s):  
Common Core ◽  
The South ◽  
Right To Education ◽  
Palabras Clave ◽  
The Common ◽  
Curriculum Policies ◽  
The Right

Este ensaio apresenta desdobramentos e conclusões sobre a comunicação oral intitulada “BNCC E FORMAÇÃO DE PROFESSORXS: DESDOBRAMENTOS”, que apresentamos no VII Encontro de Educadores/UFMA em que defendemos que currículos podem ser conversas complicadas de William F. Pinar, que, quase independentemente das disciplinas e planejamentos, versam sobre cosmopolitismos, historicidades, subjetividades, alegorias e silêncios. Argumentamos que a proposta de unificar currículos como forma de garantir o direito a aprendizagem (PNE/2014) prevê o controle dos processos de conhecer e do conhecimento produzido é uma negação a esse direito. Para isso, trazemos um debate derrideano sobre as noções de direito, decifrar e escrita como significados em disputa no campo das políticas curriculares contemporâneas e concluímos, acompanhados do pensamento ao Sul de Boaventura de Sousa Santos, que há escritas hegemônicas que decifram os significados de modo prescritivo, subalternizando e invalidando a alteridade e invisibilizando a condição de diferença e a inexorabilidade da criação – que entendemos condição ontológica da relação professorxs-estudantxs.Palavras-chave: Currículo. Professorxs. Direito. escrita. Epistemologias do Sul."THERE IS NO SIN UNDER THE EQUATOR": curriculum policies, right to education and writings never writtenAbstract: This essay is based on the presentation entitled "BNCC AND TEACHER'S EDUCATION: UNFOLDING" presented at the VII Meeting of Educators / UFMA in which we advocate that curricula can be understood as William F. Pinar's complicated conversations while considering cosmopolitanism, historicities, subjectivities, allegories and silences, almost independently of the disciplines and plans. We argue that the common core curricular policies as a way of guaranteeing the right to learning (PNE / 2014) articulated to the control of knowledge provides by contraire, the denial of this right. For this, we bring to a derridean debate the notions of right, decipher and writing as disputed meanings in the field of contemporary curricular policies and conclude, accompanied by Boaventura de Sousa Santos Southern epistemology, that those policies granted hegemonic writings that decipher the meanings in a Prescriptive way subalternizing and invalidating alterity and making invisible the condition of difference and the inexorability of creation - that we understand the ontological condition of the teachers-students-community relationship.Keywords: curriculum. Teachers. Rights. Writing. Epistemologies of the South. “NO HAY PECADO EN EL LADO DESDE ABAJO DEL ECUADOR”: Políticas curriculares, el derecho a la educación y las escritas no escritasResumen: Este ensayo presenta desdoblamientos e conclusiones sobre la comunicación oral intitulada "BNCC Y FORMACIÓN DE PROFESSORES: DESARROLLOS" que presentamos en el ´VII Encuentro de Educadores/UFMA` en lo cual defendemos que currículums pueden ser charlas complejas de William F. Pinar, que, casi independientemente de las disciplinas y planeamientos, tratan sobre Cosmopolitismo, historicidades, subjetividades, alegorías y silencios, argumentamos que la propuesta de unificar el curriculum con el fin de garantizar el derecho al aprendizaje (PNE/2014) proporciona el control de los procesos de conocer y el conocimiento producido es una negación a este derecho. Por lo tanto, traemos un debate derridiano sobre las nociones de derecho, descifrar y escrita como significados en disputa en el campo de las políticas curriculares contemporáneas y concluimos, junto con el pensamiento desde el sur de Boaventura de Sousa Santos, que hay escritas hegemónicas que descifran los significados de modo prescriptivo, -subalternizando- y invalidando la alteridad e invisibilizando la condición de la diferencia y la inexorabilidad de la creación - que entendemos condición ontológica de la relación profesores-estudiantes. Palabras clave: Curriculum. Profesores. Derecho. escrito. Epistemologías del Sur.

scholarly journals “NÃO EXISTE PECADO DO LADO DE BAIXO DO EQUADOR”: políticas de currículo, direito à educação e as escritas nunca escritas

2017 ◽  
Vol 23 ◽  
pp. 43
Author(s):  
Maria Luiza Süssekind ◽  
Raphael Pellegrini
Keyword(s):  
Common Core ◽  
The South ◽  
Right To Education ◽  
Knowledge Processes ◽  
Student Community ◽  
Teacher Student ◽  
Curriculum Policies ◽  
The Right

Este ensaio apresenta desdobramentos e conclusões sobre a comunicação oral intitulada “BNCC E FORMAÇÃO DE PROFESSO RXS: DES DOBRAME NTOS ”, que apresentamos no VII Encontro de Educadores/UFMA em que defendemos que currículos podem ser conversas complicadas de William F. Pinar, que, quase independentemente das disciplinas e planejamentos, versam sobre cosmopolitismos, historicidades, subjetividades, alegorias e silêncios. Argumentamos que a proposta de unificar currículos como forma de garantir o direito a aprendizagem (PNE/2014) prevê o controle dos processos de conhecer e do conhecimento produzido é uma negação a esse direito. Para isso, trazemos um debate derrideano sobre as noções de direito, decifrar e escrita como significados em disputa no campo das políticas curriculares contemporâneas e concluímos, acompanhados do pensamento ao Sul de Boaventura de Sousa Santos, que há escritas hegemônicas que decifram os significados de modo prescritivo, subalternizando e invalidando a alteridade e invisibilizando a condição de diferença e a inexorabilidade da criação – que entendemos condição ontológica da relação professorxs-estudantxs.Palavras-chave: Currículo. Professores. Direito. escrita. Epistemologias do Sul. “THERE IS NO SIN UNDER THE EQUATOR”: curriculum policies, right to education and unwritten writingsAbstract: This essay is based on the presentation entitled “BNCC AND TEACHER’S EDUCATION: DEVELOPMENTS” presented at the VII Meeting of Educators / UFMA in which we advocate that curricula can be understood as  William F. Pinar’s complicated conversations while considering cosmopolitanism, historicity, subjectivities, allegories and silence, almost independently of classes and planning. We argue that common core curricular policies as a way of guaranteeing the right to learning (PNE / 2014) foresees control of knowledge processes and of knowledge produced is a dedenial of this right. For this, we bring to a derridean debate the notions of rights, decipher and writing as disputed meanings in the field of contemporary curricular policies and conclude, accompanied by the South thinking ofBoaventura, that there are hegemonic writings that decipher meanings in a Prescriptive way subalternizing and invalidating alterity and erasing difference and the inexorability of creation - that we understand the ontological condition of the teacher-student-community relationship.Keywords: Curriculum. Teachers. Rights. Writing. Epistemologies of the South.“NO HAY PECADO EN EL LADO DESDE ABAJO DEL ECUADOR”: políticas curriculares, el derecho a la educación y las escritas no escritasResumen: Este ensayo presenta desdoblamientos y conclusiones sobre la comunicación oral intitulada “BNCC Y FORMACIÓN DE PROFESSORES: DESARROLLOS”, que presentamos en el VII Encuentro de Educadores/UFMA en lo cual defendemos que currículos pueden ser conversas complejas de William F. Pinar, que, casi independientemente de las asignaturas y planeamientos, tratan sobre cosmopolitismos, historicidades, subjetividades, alegorías y silencios. Argumentamos que la propuesta de unificar el currículum con el fin de garantizar el derecho al aprendizaje (PNE/2014) prevé el control de los procesos de conocer y del conocimiento producido es una negación a este derecho. Por lo tanto, traemos un debate derrideano sobre las nociones de derecho, descifrar y escrita como significados en disputa en el campo de las políticas curriculares contemporáneas y concluimos, junto con el pensamiento desde el Sur de Boaventura de Sousa Santos, que hay escritas hegemónicas que descifran los significados de modo prescriptivo, subalternando e invalidando la alteridad e invisibilizando la condición de diferencia y la inexorabilidad de la creación – que entendemos condición ontológica de la relación profesorxs-estudiantxs.Palabras clave: Currículum. Profesorxs. Derecho. Escrita. Epistemologías del Sur.

Support the Common Core with the right instructional materials

2014 ◽  
Vol 96 (1) ◽  
pp. 21-27
Author(s):  
Rachel Leifer ◽  
Denis Udall
Keyword(s):  
Common Core ◽  
Instructional Materials ◽  
The Common ◽  
The Right

scholarly journals The Wafers Dumped: Lamenting a Bleeding Nation in Cry, the Beloved Country

2021 ◽  
pp. 23-34
Author(s):  
Dr. Leon BASHIRAHISHIZE,
Keyword(s):  
South African ◽  
Common Good ◽  
Skin Color ◽  
Urban Life ◽  
The Novel ◽  
The South ◽  
South African Society ◽  
African Community ◽  
The Common ◽  
The Right

Alan Paton’s wistful novel Cry, the Beloved Country which was released at the threshold of Apartheid in South Africa relates the South African socio-political instability at the time when racism and poverty are profoundly shaking the nation’s foundations [1]. The work explores the aftermaths brought by racial bondage that the subjugated black endures and the repercussions it casts on the whole South African society. This chapter examines how the writer grapples with the dangers brought by racial discrimination and urban life on the South African community as a whole. Paton’s view of Race and city projects a negative perception about the white racism and black crime that create tensions between the national forces [1]. This social polarity puts at risk the nation’s prospects that would build and maintain the “beloved country” which is gradually collapsing. It is this decaying state of the nation that Paton mourns in the novel. The study establishes that race and skin color do not have any relation that would define an individual’s nature and inner feelings to justify one’s deportment. The wrong or the right is a result of an individual’s moral predisposition coupled with the socio-cultural forces that feature his environment. It has also been noted that urban life corrupts; in some situations, it converts an individual into a rogue becoming a threat against society and an enemy against oneself to impair the common good.

The Common Core and the Evasion of Curriculum

PMLA ◽  
2015 ◽  
Vol 130 (3) ◽  
pp. 666-672 ◽  
Author(s):  
John Guillory
Keyword(s):  
Public Education ◽  
Common Core ◽  
High Stakes Testing ◽  
The United States ◽  
State Standards ◽  
National Standards ◽  
High Stakes ◽  
The Common ◽  
The Right ◽  
K 12

Although the common core state standards initiative was adopted with little controversy in forty-eight states, it soon became the target of attacks both on the right, for the mistaken perception that public education was being taken over by the federal government, and on the left, in response to the institution of an all-too-real draconian testing regime that served the needs more of the testing companies and other corporate agents than of students or teachers. Despite these attacks, it seems likely that the initiative will prevail in most states, perhaps both for better and for worse. My position is that real national standards—not simply state standards— are a desirable goal for the United States today, and long overdue. The “local control” of public education by states and school districts has been, let us admit, the greatest flaw of the K-12 system and a powerful obstruction to the reform of that system. On the other hand, I agree with many (Bryant; Hacker and Dreifus; Ravitch) who see the Common Core as a misguided effort at reform, fatally undermined by the use of punitive, high-stakes testing as the driver of implementation (Loveless). Opting for this strategy, the promoters of the Common Core unfortunately imposed a top-down procedure just where it is least appropriate. Testing, by its very nature, ought to arise from the classroom, the scene of a unique relation between teacher and students. This is not to deny that universal testing is possible and even necessary but rather to acknowledge that the more distant tests are from the scene of teaching, the more limited their informational value.

scholarly journals Education in the Constituent of Minas Gerais (Brazil) – 1947 / A Educação na Constituinte do Estado de Minas Gerais (Brasil) - 1947

2018 ◽  
Vol 17 (3) ◽  
pp. 734
Author(s):  
Carlos Roberto Jamil Cury
Keyword(s):  
Minas Gerais ◽  
Right To Education ◽  
National Education ◽  
Palabras Clave ◽  
The Right ◽  
Education Process

Este texto visa verificar o processo de tramitação do direito à educação na Constituinte do Estado de Minas Gerais - Brasil no ano de 1947. O Brasil, país federativo, atribuía aos Estados o respeito às diretrizes e bases da educação nacional e a capacidade de desenvolvimento de seus sistemas de ensino em suas Constituições. Ao mesmo tempo, a Constituição determinava que os Estados deveriam elaborar suas Constituições devido à sua autonomia e à descentralização de competências no campo da educação. Este estudo se insere dentro de pesquisas e estudos interessados na relação entre processos parlamentares e educação. O estudo das fontes evidenciou que a Constituinte Mineira de 1947 se desincumbiu do dever posto na Constituição Federal. Busca-se tanto apontar o texto final como o processo que o constituiu. As fontes documentais foram a matéria-prima de consulta nos Anais da Assembleia Constituinte na biblioteca e arquivos da Assembleia Legislativa Estadual de Minas Gerais e no Arquivo Público Mineiro. Bibliotecas de universidades e do setor público também foram investigadas. O capítulo próprio da educação  ganharia um desenho mais detalhado por meio de leis infraconstitucionais.Palavras-chave: Constituinte e educação; Educação e Constituinte Mineira; Direito à Educação e Processo Constituinte AbstractThis study intends to verify the right to education process in the Constituent of Minas Gerais - Brazil in the year of 1947. Brazil, a federation, atributes to the States - members the respect to the guidelines and bases of the national education and the capacity of development of their teaching´s systems in their Constitutions. At the same time, the Major Law determined tha the States - members should elaborate their Constitutions due to its autonomy and decentralization in the field of education. This article is a continuity of others researches that study the relation between constituent process and education. The search sources were the original documents of the Constituent in the Library and in the Archives of the Minas Gerais Assembly. There was inquiry the Minas Gerais Public Archive and also in the libraries of the universities. The chapter on education would be more would be more detailed in the ordinary laws.Keywords:Constituent and education; Education and Minas Gerais´ Constituent; The Right of Education and Constituent process. ResumenEste texto pretende traer al conocimiento el processo del derecho a la educación en la Constituyente de Minas Gerais - Brasil en el año de 1947. Brasil, una federación, tiene reglas generales validas para todos los Estados- miembros. Las Directrices y Bases de la Educación Nacional constituyen una de estas normas. Al lado de esto, los Estados tienen la capacidad de desarollo de sus sistemas educativos. También pueden  elaborar sus Constituciones debido a su autonomia y descentralización en el campo de la educación. Este artículo es una continuidad de otras investigaciones que estudian la relación entre processos constituyentes y educación. La búsqueda de fuentes  se dio en los documentos originales constantes en la Biblioteca de la Assemblea del Estado de Minas Gerais y también en lo Archivo Publico y en las bibliotecas universitarias. El capítulo de la educación sería más detallado en las leyes ordinarias. Palabras clave: Constituyente y Educación; Educación y Constituyente de Minas Gerais; Educación y Processo Constituyente.

scholarly journals A influência da concepção crítco-libertadora sobre o direito à EJA: paradigmas em disputas

2021 ◽  
Vol 14 (3) ◽  
pp. 674
Author(s):  
Adriana Pereira da Silva
Keyword(s):  
Political Action ◽  
Popular Education ◽  
Right To Education ◽  
Palabras Clave ◽  
Human Ethics ◽  
Critical Spectrum ◽  
Investigación Cualitativa ◽  
Educational Paradigm ◽  
The Right ◽  
Educational Paradigms

O artigo objetiva evidenciar a influência da concepção crítico-libertadora e seus fundamentos sobre o direito à EJA, é observada na ação política da Educação Popular, tratada como um paradigma educacional, reconhecido como um conjunto, de ideias e propostas, que disputam um formato de direito à EJA. O estudo está fundamentado em dois autores de espectro critico: Freire (1986, 2006, 2010) por meio das categorias “politicidade”, “ser mais”, “conscientização” e em Dussel (2007) na abordagem da “ética humana”. A pesquisa filia-se a uma investigação qualitativa, estruturada em um estudo de caráter bibliográfico e de documentos que permite evidenciar as categorias citadas e compreendê-las numa experiência. Os resultados da pesquisa levaram a concluir que o direito à EJA pode ser influenciado pela concepção critico-libertadora, a qual se concretiza em paradigmas educacionais, os quais marcam um compromisso do Estado com o direito à educação, sob a ética humana que demanda respeito as especificidades, diversidades dos sujeitos jovens e adultos da EJA.Palavras-chave: Concepção crítico-libertadora; Direito à EJA; Paradigmas orientadores.The influence of the critical-liberating conception on the right to EJA: paradigms in disputesABSTRACTThe article aims to show the influence of the critical-liberating concept and its foundations on the right to EJA, it is observed in the political action of Popular Education, treated as an educational paradigm, recognized as a set of ideas and proposals that dispute a format of right to EJA. The study is based on two authors of critical spectrum: Freire (1986; 2006; 2010) through the categories “politicity”, “being more”, “awareness” and on Dussel (2007) in the approach of “human ethics”. The research is affiliated to a qualitative investigation, structured in a bibliographic and document study that allows to highlight the mentioned categories and understand them in an experience. The research results led to the conclusion that the right to EJA can be influenced by the critical-liberating conception, which is materialized in educational paradigms, which mark a commitment of the State with the right to education, under the human ethics that demand respect for specificities, diversities of young and adult subjects of EJA.Keywords: Critical-liberating conception; Right to EJA; Guiding paradigms.La influencia de la concepción crítico-liberadora sobre el derecho al EJA: paradigmas en las disputasRESUMENEl artículo pretende mostrar la influencia del concepto crítico-liberador y sus fundamentos sobre el derecho a la EJA, se observa en la acción política de la Educación Popular, tratada como paradigma educativo, reconocida como un conjunto de ideas y propuestas que disputan una formato de derecho a EJA. El estudio se basa en dos autores de espectro crítico: Freire (1986; 2006; 2010) a través de las categorías “politicidad”, “ser más”, “conciencia” y en Dussel (2007) en el enfoque de la “ética humana”. La investigación está adscrita a una investigación cualitativa, estructurada en un estudio bibliográfico y documental que permite resaltar las categorías mencionadas y comprenderlas en una experiencia. Los resultados de la investigación llevaron a la conclusión de que el derecho a la EJA puede verse influido por la concepción crítico-liberadora, que se materializa en paradigmas educativos, que marcan un compromiso del Estado con el derecho a la educación, bajo la ética humana que exige el respeto a la educación. especificidades, diversidades de sujetos jóvenes y adultos de EJA.  Palabras clave: Concepción crítico-liberadora; Derecho a EJA; Paradigmas rectores.

scholarly journals Can Trees Help Put Water Back Into the Soil?

2021 ◽  
Vol 9 ◽  
Author(s):  
Kelly Cristina Tonello ◽  
Julieta Bramorski
Keyword(s):  
Plant Species ◽  
The South ◽  
Size And Shape ◽  
The Common ◽  
The Right ◽  
Common Plant ◽  
Common Plant Species ◽  
The Way

Just to the south of the Amazon, there is a vast and biodiverse savanna that scientists believe is under even greater threat, called the Cerrado. Scientists want to understand how the plants that live in the Cerrado affect the rainfall that enters the ground to recharge the aquifer. Many of these plants are trees that capture rainwater and drain it down their bark-covered branches and trunks. This water, called stemflow, may be one way to recharge the aquifer, if the branches and bark of the trees are the right size and shape. This article will introduce the common plant species of the Cerrado, describe how they affect the way rainfall enters the ground, and discuss how bark and branches may help conserve water.

scholarly journals #Schools on fire: Criminal justice responses to protests that impede the right to basic education

2017 ◽  
pp. 39-50
Author(s):  
Ann Skelton ◽  
Martin Nsibirwa
Keyword(s):  
Criminal Justice ◽  
South African ◽  
Justice System ◽  
Basic Education ◽  
Access To Education ◽  
The South ◽  
Right To Education ◽  
The Right ◽  
South African Schools Act ◽  
School Property

  In recent years, schools have borne the brunt of protesters’ frustrations with the lack of access to services in South Africa. A 2016 investigative hearing by the South African Human Rights Commission (SAHRC) explored the causes of the protests and examined the failure to prevent the destruction of school property. It found that no one was held accountable for the protest-related damage. This article explores the competing constitutionally protected rights of protest and education. Although the right to protest is central in a democracy, it must be exercised peacefully with minimal disruptions to the right to education. Protest action that causes destruction should be criminally sanctioned; however, action that impedes access to education through threats and intimidation is difficult to deal with in the criminal justice system. This article questions the applicability of section 3(6) of the South African Schools Act, which makes it an offence to stop children attending school, and considers the proposed amendments to the Act in light of these critiques. The article explores possible prosecution relying on the Intimidation Act, and finds that the Act is under constitutional challenge. The article concludes that the focus on prevention as contained in the SAHRC report is not misplaced, given the challenges in holding protesters accountable under criminal law.

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