La participación como elemento clave en las escuelas democráticas

Abstract

On the 20 th anniversary of the passing of Paulo Freire, in this article we highlight a central feature of his pedagogical thinking: his conviction that education can make a contribution to the development of democratic subjects and eventually to the construction of a more just and democratic society. Freire used to say that education does not change the world but it changes people who are going to change the world. Thus, it is possible to argue that education does not democratize society but can nurture more democratic people who are going to build more democratic societies. This relationship between the micro-level (nurturing democratic citizens) and the macro-level (building more democratic societies) can be mediated, at the meso-level, by

orçamento participativo das escolas

“…estudantes -e os demais elementos da comunidade educativa -participem, de forma quotidiana e legítima, na construção e regulação da vida escolar (Apple & Beane, 2007;Dewey, 1923;Feito, 2009;García-Carpintero, & Schugurensky, 2017;Leite Méndez et al, 2012). Pode contribuir para que os/as jovens aprendam a construir propostas, a discuti-las e a escolher, de acordo com princípios democráticos, mas não supera o domínio do esporádico ou extraordinário face ao habitus criado pela "forma escolar" dominante (Vincent et al, 2001).…”

“…Em todo o caso, vale a pena convocar os estudos que têm incidido sobre "escolas democráticas", entendidas como comunidades educativas (professores/as, pessoal não docente, alunos/as, pais/mães, outros elementos do meio) que se assumem como protagonistas da construção e regulação da vida escolar, adotando para isso mecanismos quotidianos de participação democrática. Pela sua longevidade, consistência e enquadramento social, vale a pena revisitar, em Portugal, o caso da Escola da Ponte (Canário et al, 2004), assim como outras experiências em diferentes latitudes e longitudes (Apple & Beane, 2007;Feito, 2009;García-Carpintero & Schugurensky, 2017;Leite Méndez et al, 2012).…”

Democracia en la escuela: concepciones de estudiantes de contextos desafiantes y favorables

“…Por ello, el papel de la escuela es esencial si lo que se busca es conseguir una sociedad más democrática es desde el aula donde se debe promover la participación y la construcción de una sociedad democrática (Aguirre y Schugurensky, 2017). Por otro lado, dando respuesta a las dos concepciones que manifiestan una mayor democracia en la escuela, la que es manifestada por parte de los estudiantes en contextos socioeconómicamente desafiantes, debido al entorno en el que se encuentran.…”

School inquiry in Secondary Education: The experience of the Fiesta de la Historia Youth Congress in Seville

“…Therefore, the task of schools is to educate children and adolescents in the exercise of their rights and duties, in the principles of liberty and respect, and in the promotion of democracy as a mechanism for their political and social development (Apple 2018). In this way, the creation of more democratic societies and people should be mediated both by the democratization of the educational systems and schools (Aguirre & Schugurensky 2017) and by its inclusion in the curricula. When one analyses the study plans for the subject of History in Secondary Education 1 in Spain, and in Andalusia in particular, one can see the link between the teaching of this subject and the development of citizenship.…”