Educational Politics for Social Justice

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REGIME DE COLABORAÇÃO NA POLÍTICA DE FORMAÇÃO DE PROFESSORES ALFABETIZADORES: limites para a gestão democrática

O artigo analisa a experiência implementada, nos anos de 2017 e 2018, no Espírito Santo, para operacionalizar a colaboração entre estado e os municípios para melhoria da aprendizagem na alfabetização. A partir de pesquisa bibliográfico-documental, constituiu-se um corpus de documentos que foram analisados tomando com referência a perspectiva dialógica e, teoricamente, se embasando nos conceitos de enunciado, texto, dialogia formulados pelo círculo de Bakhtin (2003; 2004). Os documentos analisados permitiram concluir que o atual ordenamento jurídico educacional possibilita que regimes de colaboração possam assumir funções reguladoras e centralizadoras de gestão do processo educacional desde a sala de aula até as instâncias responsáveis pela organização sistêmica da educação, contribuindo para a constituição de relações de subordinação dos municípios ao estado. Palavras-chaves: Regime de Colaboração. Gestão Democrática. Política Educacional. Alfabetização.REGIME OF COLLABORATION IN THE POLICY OF THE TRAINING OF LITERACY TEACHERS: limits for democratic managementAbstractThe article analyzes the experience implemented in the years 2017 and 2018, in Espírito Santo, to operationalize the collaboration between state and municipalities to improve learning in literacy. From a bibliographical-documentary research, a corpus of documents was constituted that were analyzed with reference to the dialogical perspective and, theoretically, based on the concepts of utterance, text, dialogue formulated by Bakhtin's circle (2003; 2004). The documents analyzed allowed us to conclude that the current legal legal framework allows collaboration schemes to assume regulatory and centralizing functions of educational process management from the classroom to the bodies responsible for the systemic organization of education, contributing to the formation of subordination relationships from the municipalities to the state.Key words: Collaboration Regime. Democratic management. Educational politics. Literacy.RÉGIMEN DE COLABORACIÓN EN LA POLÍTICA DE FORMACIÓN DE PROFESORES ALFABETIZADORES: límites para la gestión democráticaResumenEl artículo analiza la experiencia implementada, en los años 2017 y 2018, en Espírito Santo, para operacionalizar la colaboración entre estado y los municipios para mejorar el aprendizaje en la alfabetización. A partir de la investigación bibliográfico-documental, se constituyó un corpus de documentos que fueron analizados tomando como referencia la perspectiva dialógica y, teóricamente, basándose en los conceptos de enunciado, texto, dialogia formulados por el círculo de Bakhtin (2003; 2004). Los documentos analizados permitieron concluir que el actual ordenamiento jurídico educativo posibilita que regímenes de colaboración puedan asumir funciones reguladoras y centralizadoras de gestión del proceso educativo desde el aula hasta las instancias responsables de la organización sistémica de la educación, contribuyendo a la constitución de relaciones de subordinación de los municipios al estado.Palabras-claves: Régimen de Colaboración. Gestión Democrática. Política Educativa. Alfabetización.

The War on Public Education: Agonist Democracy and the Fight for Schools as Public Things

Agonistic critiques of democratic theory conceptualize democracy as a site of conflict and struggle; as the fight against privatization escalates, these critiques become more relevant for educational governance. Public education governance has, in addition, increasingly been the site of growing conflicts between federal, states and local levels, as populist and other types of dissent are now emerging in educational politics. These conflicts reached a new nexus with the nomination of Betsy DeVos as U.S. Secretary of Education. This nomination represents a vivid battle over public school as a “public thing,” a material object, space, institution or place of symbolic and embodied civic importance (Honig 2017). DeVos’ nomination stirred up, in popular imagination, the idea of public schools as “public things” of meaning and value for many citizens who participated in unprecedented ways to (unsuccessfully) block her appointment. It was with this threat to public education that the value of school as a “public thing” became crystalized among a diverse network of citizens. This political moment reveals 1) the nature of schools as public things, 2) the importance of agonist critiques of democracy, and public work, as a means for citizens to help safe-guard the future of schools as public things. I conclude by explaining the limits of agonism as a comprehensive approach to the democratic governance of schooling, advocating for its use as a critique and expansion of current models of public engagement with educational politics.

Leading with/in emotion states: The criticality of political subjects and policy debates in educational leadership on emotions

One of the many facets of educational leadership is the emotional aspects of educational leadership itself. Leaders are regularly immersed in emotionally charged broad-based policy debates and political subjects like protests and voting policies. These are policy subjects that politically occur not only in schools where educational leaders practice but also in their interactions with school boards, media, and community members. Such interactions are stressful and contribute to leadership burnout, especially among critical educational leaders. As such, educational leadership needs to address not only the emotionality of their practice but the emotions that result from the interactions they regularly encounter in their practice about societal political subjects and policy debates. Simply, emotions are the reason educators politically advocate for policy subjects in the first place—it’s because of how they “feel” about racial segregation or that they are “pissed” about police brutality. Using textual analysis, this article contends that the scholarship within educational leadership lacks attentiveness to addressing how emotions interact with the societal political subjects that permeate leadership, therefore stifling innovative practices for addressing “controversial” policy debates and political subjects that are, ipso facto, inherently emotional. This view of emotions in educational leadership has the power to change how the field conceptualizes politics and policy subjects. Accordingly, educational leadership that focuses on emotional interactions with political subjects is apt to advance the field of educational politics and policy.

Plano municipal de educação de Rio Branco/AC (2015-2025): processo de elaboração, concepção e aprovação

This article analyzes the process of conception and approval of the Rio Branco Municipal Education Plan/AC, considering the context in which it was set up, the set of forces that determine its approval, the actors involved, the process and the most controversial goals. In addition to Law 2,116 / 2015, the research mainly uses Apple (2003), Höfling (2001) and Mainardes (2006). As conclusive elements it was found that the teaching about gender and sexual orientation dominated the debate for the construction of the SME, to the detriment of the latent educational challenges in the municipality; the speed of the discussion, taking into account the interests of the powers, and, finally, that the current policy of cuts in education already translates into the impossibility of accomplishing the goals expressed in the Rio Branco PME.Key-words: educational politics; planning; municipal plan of education.

O DIREITO À EDUCAÇÃO EM RISCO: a influência dos “sem partido” e dos “sem escola” na legislação educacional brasileira

Sob a luz do materialismo histórico e dialético, o texto tem por objetivo apresentar elementos conjunturais da política educacional brasileira contemporânea e expor evidências de que o direito à educação está em risco. Para tanto apresenta alguns elementos relativos à realidade social e política brasileira, as principais previsões constitucionais e infraconstitucionais que (ainda) asseguram o direito à educação no Brasil e, por fim, algumas propostas de alteração legislativa, em especial as Proposta denominadas de “Escola sem partido”e “Educação Domiciliar”, as quais podem colaborar para um retrocesso na oferta educacional, principalmente quando destinada à classe trabalhadora. Palavras-chave: Direito à educação. Política educacional. Escola sem partido. Educação domiciliar.THE RIGHT TO EDUCATION AT RISK: the influence of “without party” and “without school” in Brazilian educational lesgilationAbstractUnder the light of historical and dialectical materialism, the text aims to present conjunctural elements of contemporary Brazilian educational policy and to present evidence that the right to education is at risk. Therefore, it presents some elements related to Brazilian social and political reality, the main constitutional and infraconstitutional forecasts that (still) guarantee the right to education in Brazil, and finally some proposals for legislative amendment, especially the "School without party" and "Homeschooling", which can collaborate for a regression in the educational offer, mainly when destined tothe working class.Keyworks: Right to education. Educational politics. School without party. Homeschooling.

Electronic educational resources as a new component of a traditional educational process

Modern educational politics of our country is directed to formation of a new type of intellect, new pedagogical paradigms of teaching and upbringing, and also to the investigating cognitive-creative potential of person. In this, electronic teaching resources, electronic libraries play great meaning (role). Electronic teaching resources help to conduct teaching in a new qualitative level. Electronic informational resources may be used as a component of traditional teaching process.

O espaço das Conferências Internacionais de Educação (CIEs) da OIE/Unesco e o processo de políticas públicas educativas

Analisa o espaço das Conferências Internacionais de Educação (CIEs) organizadas pelo Escritório Internacional de Educação (OIE) da Unesco e sua relação com o processo de elaboração de políticas públicas na década de 90. Duas questões fundamentais orientaram o artigo: 1) como pode ser definido o espaço das CIEs nos anos 90 e 2) como os processos de globalização e interdependência influenciaram essas conferências. As CIEs foram definidas como um espaço de articulação internacional de relações de poder e de debate sobre as linhas de políticas educativas de dimensões contraditórias. Além disso, foi relevante delimitar dois tipos de conferências: estratégica e protocolar. No caso das CIEs realizadas nos anos 90, o tipo progressivamente predominante é o estratégico, não obstante ainda coexistam práticas rotineiras e protocolares. Palavras-chave: contexto internacional; políticas públicas e educação; conferências internacionais. Abstract It analyzes the space of summit meetings and the processes of definition of public educational policies. It is fundamental to mention that the International Conference on Education (ICE) are sponsored by the International Bureau of Education (IBE), which is a department of Unesco. Two guidelines were of main importance in the writing of this article: the dimension and scope of the ICEs in the nineties and the influence and repercussion of globalization in these meetings. The ICEs were defined as an international forum for discussion of diverse educational politics as well as a center comprised of both strategic and protocol-oriented conferences where we find power relations well represented. In the nineties, most ICEs were strategic rather than protocol-oriented. Keywords: international context, public and education politics, international conferences.