The concept of inclusive education aims to highlight the existing gaps in its idea and conception, which had been signified as an organic principle of modernity in terms of the construction of an egalitarian society. Therefore, it denounces the thoughtless acceptance of this contradictory compound through robust historical analysis, pointing to the need for dialectical overcoming of this idea. … Read More →
A shattered organisational culture or the effects of temporality within the school context
Within the context of the culture of school organizations in Portugal, the effects of the New Public Management and the digitalization of education on the development of fragmented forms of culture were enhanced by the increased individualism, adherence to instrumental logics of action, and a diminished sense of belonging to the organization. … Read More →
The unsaid about “eadization” in Higher Education
It is understood that the Brazilian Higher Education concept of “eadization” is recent and must be monitored so that its identity and function are not lost. It is possible to observe that the flexibility given by the insertion of a percentage (up to 40%) in the workload of face-to-face higher education courses dedicated to Distance Education supports a process of reconfiguration from the symbiosis. … Read More →
No to the militarization of management in public school
The Nacional Program of Civic-Military Schools implemented by the Bolsonaro government in 2019, prescribes an authoritarian proposal for education and threatens our democracy. This study analyzed the conservative demands articulated in this Program and the reasons why the molds of the military schools have been praised as a solution to educational problems. … Read More →
Children and the use of social media in the fight against COVID-19: Is it possible to talk about child activism?
The presence of children in social media has been the subject of several researches and also of concern of parents and specialists about the risks related to this practice. For this reason, a new possibility for understanding this phenomenon is presented, called children’s digital activism, with a focus on coping with the COVID-19 pandemic. … Read More →
The lack of solidarity and human helplessness in the perverse neoliberal logic
It is supported by the philosophy of education and psychoanalysis the hypothesis that neoliberal rationality needs somebody’s deletion to carry out its perverse project and install a system of relationships based on indifference. As a counterpoint, Freud’s ethics is demanded, and supported by the other’s inclusion, a central experience in human development. … Read More →
Where there is urban violence, is there also school violence?
Different social classes don’t experience violence in urban spaces the same way – the wealthier tend to feel fewer effects of it. Discussions about school violence in teacher-education courses can contribute to improving conditions of socially vulnerable students. … Read More →
Paulo Freire and the education of working people
In the centennial year of Paulo Freire, this research presents encounters and re-encounters with the Freirean referential, by reflecting on experiences of several educational practices with working people, initially experienced in popular movements and which reach the public school. As one of the results, the meanings produced by these practices, or rather, by taking them back as educational praxis, it was possible to perceive the path of re-signification of the struggle for youth and adult literacy, which was reconstituted as the defense of public schooling for workers. … Read More →
What can teach racist and homophobic graffiti on a school wall?
What makes someone feel entitled to set a thought that distinguishes and separates subjects on a wall of a public school? Starting from racist and homophobic graffiti, the study discusses the plays of power and knowledge that define and separate the lives that are worthy of being lived from those that will not be taken as lives. … Read More →
Paulo Freire’s legacy for Brazilian education and his time at Unicamp and CEDES
Lately, Freire’s presence along the educational debate not only helps our way of understanding the social and political context in which we have been living, but mostly allows us to “esperançar”: hope and act out to and for a better world. Contextualized in Paulo Freire’s centenary and part of a celebratory session that deservedly honors our Brazilian education patron, two papers are highlighted that allow us to understand the author’s arrival in Brazil after his exile, his important and troubled stay at Unicamp, and his legacy that was registered in different researchers’ studies. … Read More →
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