TEACHING AUTONOMY AS A BACKGROUND

Integral education planning, adjusted in a democratic environment and effective in the educational project, is often compromised by social and political action, which seeks to be defined more by the normative and legal framework, in the intention of control and regulation. The educational policy adopted relegates to the background the greater meaning of education. The educational ideology should emphasize education for citizenship, for political participation, to build tradition, for real life.

Currently, it is prioritized to educate for competitiveness, to educate for trade, to educate for globalization sustained by the economy, the industry of production and consumption, within the context of capitalism. The definition of new skills and competences of students is requested to attend to the World of work,

The outline of public educational policies unrelated to dialogue with educators is becoming increasingly evident, making education reforms dependent exclusively on the political capacity of government, economic groups, and the media, without taking into account the Protagonism of teachers, key and desirable pieces in a democratic society. Absent these subjects and the contributions of the different actors, education reduces to the cost-benefit relation, omiting values essential for the education of the human being, leading to the commercialization of education and the standardization of knowledge, emphasizing social exclusion.

The autonomy of the school and teachers is managed and is linked to the social and political role of education. The democratic autonomy must be originated in the participation, Cooperation and partnership and needs to give voice to teachers and the community, without monitoring and control. What is noticeable is that the decision-making of educational public policies remains centralized and teachers are only called to participate in the implementation of the reforms, lacking dialogue for the elaboration of the same, not propitiating the consolidation of democracy. According to Pierre Boudieu: “Every pedagogical action is objectively a symbolic violence as an imposition, by an arbitrary power, of cultural arbitrariness.”

We can not deny the prominent role of public policies as an educational machine built by the interference of capital, which can be undeniably transformed and reconstructed from the opposition and critical intercession of educators, Because the school environment is the ideal place to produce and reproduce social and cultural identities. Bertrand Tavernier’s film “When It All Begins” portrays well the many Brazilian schools that resist, more for the effectiveness and love of their educators than for political will. As for educators, we must revert the situation, rediscovering the socializing force of the school, from the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming Need for qualitative promotion of our students.
Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship?

By Amélia Hamze
Columnist Brazil School ahamze@uol.com.br Bertrand Tavernier’s film “When It All Begins” portrays well the many Brazilian schools that resist, more for the effectiveness and love of their educators than for political will. As for educators, we must revert the situation, rediscovering the socializing force of the school, from the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming Need for qualitative promotion of our students. Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br Bertrand Tavernier’s film “When It All Begins” portrays well the many Brazilian schools that resist, more for the effectiveness and love of their educators than for political will. As for educators, we must revert the situation, rediscovering the socializing force of the school, from the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming Need for qualitative promotion of our students. Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br Who resist, more for the efficacy and love of their educators than for political will. As for educators, we must revert the situation, rediscovering the socializing force of the school, from the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming Need for qualitative promotion of our students. Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br Who resist, more for the efficacy and love of their educators than for political will. As for educators, we must revert the situation, rediscovering the socializing force of the school, from the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming Need for qualitative promotion of our students. Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br In the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming the need for qualitative promotion of our students. Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br In the political perspective of social inclusion, guaranteeing the right to education, believing in transformative learning, seeking a pedagogical practice of new methodologies and teaching strategies, and reaffirming the need for qualitative promotion of our students. Reference: SILVA, SB and Machado LM (Org.). New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School ahamze@uol.com.br New LDB – trajectory for citizenship? By Amélia Hamze Columnist Brazil School
ahamze@uol.com.br