Foro de Educación
The vast majority of studies devoted to the life and work of equal trait Rodriguez said of his thought. In this analysis, tend to emphasize the presence of two dimensions of the concept of equality: one civil and one political. This paper intends to argue that, with these two dimensions of equality is possible to highlight a third to call subjective equality. Throughout our work we will try to analyze the civil and political dimensions of equality and prove the existence of an equality that is
... n equality that is not a social program, but a principle of action, a prescription, a statement declaring and held in acts. This paper doesn't attempt to situate the figure of Paulo Freire in the context of Latin America or international pedagogy. In this paper, the author presents a synthesis of the Angicos (Braisl) political literacy experience, asking what Freire learned from the Angiços experience. The following questions are developed in the paper: How Freire consolidated his pedagogical model through a social science based on a critical hermeneutics? How his thinking evolved into a theory of social and cultural reproduction, looking particularly to the role o education? And, how then Freire moved into a critical social psychology focusing on domination and the developmental pedagogical subject? Freire was inspired by the profound political and pedagogical experience of Angicos and his political pedagogical practice, understood praxis as collective learning. At the conclusion, the author discusses the two obsessions of Freire, already present in the Angicos experience and that stay with him throughout his life: the relationship between democracy, citizenship and education, and education as a postcolonial ethical act of social transformation. Technological middle level education in Mexico trains young people between 15 to 18 years old to continue higher studies or to enter the labor market. It serves about 807,433 students through its 755 campuses with an educational model that has a focus on developing competences. High School Educational Reform, in operation since 2008, has initiated some programs to serve students, with the aim of reducing dropout rates. It also has implemented innovative management and information systems. In 2013, an educational reform was begun with an orientation to working conditions, focusing on the evaluation of school administrators and teachers. This article focuses on the Brazilian university crisis and its alternative for change and innovation, at the curricula and at the institutional level. It points out the university capacity to take into account critical contexts, developing political and epistemological actions in order to struggle with social problems. In its struggle, university is shown as responsible of the solutions of humans are exposed by their social and political contexts. Brazilian university has gotten the legacy from European corporative model and also from American technocratic idiosyncrasy. The Southern Frontier Federal University (UFFS) is one of the new federal universities created by the government into the National Program for Education (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010) in order to extend the range of access to public higher education along the country. Thus, this university tries to solve some of the historical educational problems of Brazilian education. This article discusses this project and points out some insight regarding this topic. The struggle of indigenous peoples for education does not to be reduced a fight for a State school, which legitimates differences among people. One of the errors that multicultural policies and pro-indigenous perspectives have is the believing that asserts that it is necessary to keep ancestral practices and manners in order to be indigenous. This belief does not take into account the strategies of resistances that the native communities have had against to governmental elites during the past centuries. The indigenous fight for education should be understood as defensive response to segmentation and exclusion that have been developed by the patriarchal society, the economy and the Bolivian State. This paper focuses on the creative political and educational praxis that are implemented by indigenous communities. It also shows how governmental elites have implemented political tools in order to reproduce hierarchical practices which come from colonial times. We try to bring comprehension regarding the action of indigenous population in education and their tension with State and its pseudo-modernization projects.