E agora, José? educação e transformação social

• Ano de defesa: 2003
• Autor(a) principal: Ferreira, Valdir
• Orientador(a): Romão, José Eustáquio
• Banca de defesa: Keim, Ernesto Jacob , Gohn, Maria da Glória Marcondes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação; Transformação; Ditadura
• Palavras-chave em Inglês: Education; Transformation; Dictatorship
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/527

The emergent world, at the limiar of 21st century, manifests indisputable neo-liberalism hegemony and reveals, as probable scenery, the amplifying of the inequality among men and nations. The end of the last century seems to be buried with the clangorous fall of the named Real Socialism , the fade of the Well Fare States and the growing possibilities of the social transformation process, straight to a just and equitable world. In this same scenery, the ascertain of the existence of unlawful process of National States and the worth systems and the traditional powers, institutional or connected to the civilian society, like political parties and trade unions. Nevertheless, we verify that this legitimacy vacuum to the exercise of centralized government functions turns to be exercised by new forms of actions and local power, that run functions once restrict to institutional canals. The community, through associations and social movements, begin to enlarge its participation in inspection, practice and elaboration of public policies, what demands amplification of its own information caption, reflection and social character proposal elaboration. This report tries to discuss the objective possibilities that this new process of popular participation brings itself a potential, but possible ability, of social transformation into a fairer world, that is, able to insert itself in the contra-hegemonic process construction. On the other hand, we assure, in Brazil, an amplifying of the fundamental public school access, through a kind of school that exercises new pedagogical orientation, going forward the search of its autonomy and citizen practice exercise. This report intends to prove that this new public school holds the possibility of interact under transforming manners, with these new emergent social movements around. More clearly, we try to analyze the possibilities that this school may exercise a new social role, turning itself into an information systematization instrument, research achievements and intellectual reflections needed to the social movements to accomplish its new tasks. This would be the possible way of school integration, based on its intellectual specificity, in a building contra-hegemonic process.