A qualidade da educação na escola pública e o comportamento da cidadania global emancipada : implicações para a situação da pobreza e desigualdade no Brasil

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This study investigates the degree to which the low quality of education in elementary public schools jeopardizes the marginalized populations citizenship and contributes to the increase of poverty and inequality in Brazil. It analyzes certain contradictions in the school context, especially those regarding the teachers challenge in dealing with learning and citizenship his own and that of the student and the limitations of the workplace. This is a dialectical qualitative study that combines quantitative and qualitative data and uses profound hermeneutics to interpret the information collected. The study investigates two elementary public schools located in Paranoá, a shantytown in the Federal Capital District (DF). The data was collected by using a participatory observation technique, a questionnaire, group meetings and individual interviews. The results show factors that aggravate the issues of learning and citizenship in Brazilian public schools, such as: a) the asymmetrical power relationships in the context of public schools; b) the inadequate criteria of educational evaluation policies and social programs related to education; and c) the fact that teachers have to foster learning and citizenship in their students when theirs is clearly compromised. The study points to the fact that the Brazilian government is failing to provide quality education to a segment of the population which has historically been marginalized. It offers a weak public school that privileges rote learning instead of critical, global and autonomous thinking. The teachers in these schools, together with the support and administrative staff, are disenchanted and under qualified. They work in difficult conditions, with little or no support from the school board or the community and teach students who are unmotivated to learn. In light of these findings, the study suggests possible alternatives for empowering the public school system to educate global emancipated citizens. These students would become empowered citizens with the capacity to learn to be human, to learn how to learn, to understand, to think, to organize and to change. This study also emphasizes that saving public education not only requires more civil society action in pursuit of a democratic and quality public school, but also a more effective validation of the teacher as a strategic figure in this process. This study concludes that defending quality public education for all is of the utmost importance because it is intimately connected with the strengthening of democracy in the country. It is also a crucial requirement for a more just society in which all can fully practice their citizenship

ASSUNTO(S)

civil society escola pública e democracia global emancipated citizen sociedade civil baixa qualidade da educação na escola low quality education public school and democracy politicas publicas poverty and inequality in brazil cidadão global emancipado pobreza e desigualdade no brasil

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