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A escola no bairro: políticas educativas de desenvolvimento local
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Abstract(s)
Ao longo das últimas décadas, a Humanidade tem acomodado um modus vivendi
que perpetua uma teoria comum do progresso acoplado num modelo de desenvolvimento
insuflado pelo fenómeno da globalização. Na mesma linha de concetualização, as
características da escola moderna de massas tornaram-se num modelo normativo
institucional Estado-Nação, que inspirado numa dinâmica economista capitalista mundial
elevaram as instituições educativas a um elevado nível de isomorfismo com tendência
para padronizar e homogeneizar o currículo (Dale, 2004), independentemente do seu
nível de desenvolvimento ou tradições educativas diferentes.
Numa sociedade do conhecimento, analisar e precisar as razões que revestem os
objetivos das políticas educativas e perceber o papel que contribui para preservar a
sociedade ou para a transformar, reveste-se de redobrado significado. As suas escolhas
judiciosas devem refletir o uso não linear de estratégias educativas de âmbito local que
correspondam adequadamente às necessidades de sociedades cada vez mais heterogéneas
e em mudança, reivindicando o processo de crescimento do ser humano na sua realização
como pessoa e como membro de uma comunidade.
Se é verdade que a massificação do ensino traduz um salto civilizacional sem
precedentes, os desafios que se coloca na organização de uma educação aberta a todos e
ao longo da vida, exprime um esforço de renovada dinâmica e constante adaptabilidade.
A hodiernidade vislumbra reinventar-se e implementar estratégias de gestão educativa de
âmbito territorialista, mais consonantes com as peculiaridades das comunidades, dando
espaço a novos conceitos educativos orientados para futuros compartilhados mais justos
e equitativos ao longo da vida, envolvendo a participação dos cidadãos e de outras partes
interessadas na tomada de decisões que ocorrem em diferentes espaços e tempos (Unesco
2022).
Neste propósito, o estudo de caso de abordagem qualitativa que apresentamos
procura aferir a relevância que o projeto “A escola no Bairro” tem no âmbito do
desenvolvimento local.
Over the last few decades, Humanity has accommodated a modus vivendi that perpetuates a common theory of progress coupled with a development model inflated by the phenomenon of globalisation. Along the same lines of conceptualisation, the characteristics of the modern mass school have become a normative nation-state institutional model, which, inspired by global capitalist economic dynamics, has raised educational institutions to a high level of isomorphism with a tendency to standardise and homogenise the curriculum (Dale, 2004), regardless of their level of development or different educational traditions. In a knowledge society, analysing and clarifying the reasons behind the objectives of education policies and understanding the role they play in preserving society or transforming it is all the more important. Their judicious choices must reflect the non linear use of local educational strategies that adequately meet the needs of increasingly heterogeneous and changing societies, reclaiming the process of human growth in its realisation as a person and as a member of a community. While it is true that the massification of education is an unprecedented leap in civilisation, the challenges of organising education that is open to all and lifelong are an effort of renewed dynamics and constant adaptability. Today we are looking to reinvent ourselves and implement educational management strategies at a territorial level, more in keeping with the peculiarities of communities, giving way to new educational concepts orientated towards fairer and more equitable shared futures throughout life, involving the participation of citizens and other stakeholders in decision-making that takes place in different spaces and times (UNESCO, 2022). With this in mind, the qualitative case study we are presenting seeks to assess the relevance of the “School in the Neighbourhood” project in terms of local development.
Over the last few decades, Humanity has accommodated a modus vivendi that perpetuates a common theory of progress coupled with a development model inflated by the phenomenon of globalisation. Along the same lines of conceptualisation, the characteristics of the modern mass school have become a normative nation-state institutional model, which, inspired by global capitalist economic dynamics, has raised educational institutions to a high level of isomorphism with a tendency to standardise and homogenise the curriculum (Dale, 2004), regardless of their level of development or different educational traditions. In a knowledge society, analysing and clarifying the reasons behind the objectives of education policies and understanding the role they play in preserving society or transforming it is all the more important. Their judicious choices must reflect the non linear use of local educational strategies that adequately meet the needs of increasingly heterogeneous and changing societies, reclaiming the process of human growth in its realisation as a person and as a member of a community. While it is true that the massification of education is an unprecedented leap in civilisation, the challenges of organising education that is open to all and lifelong are an effort of renewed dynamics and constant adaptability. Today we are looking to reinvent ourselves and implement educational management strategies at a territorial level, more in keeping with the peculiarities of communities, giving way to new educational concepts orientated towards fairer and more equitable shared futures throughout life, involving the participation of citizens and other stakeholders in decision-making that takes place in different spaces and times (UNESCO, 2022). With this in mind, the qualitative case study we are presenting seeks to assess the relevance of the “School in the Neighbourhood” project in terms of local development.
Description
Keywords
Autonomia de escola Desenvolvimento unilinear e evolucionista Paradigma territorialista Cidade educadora Aprendizagem ao longo da vida Pesquisa qualitativa School autonomy Unilinear and evolutionary development Territorial paradigm Educating city Lifelong learning Qualitative research Ciências da Educação - Administração Educacional . Faculdade de Ciências Sociais