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Pilar OCadiz - Education And Democracy: Paulo Freire, Social Movements, And Educational Reform In Sao Paulo

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Pilar OCadiz Education And Democracy: Paulo Freire, Social Movements, And Educational Reform In Sao Paulo
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This book examines critically the ideas and performance of Paulo Freire as secretary of education in Brazil in the early 1990s, during the socialist democratic administration of the Workers Party in So Paulo. With an emphasis on theory, the authors discuss the relationships between the state and social movements as well as the relationships between teachers and curriculum reform. In so doing, they thoroughly examine the intersection of politics and education in educational reform in one of the major urban centers of Latin America.A central focus of the book is the project of interdisciplinarity in teachers trainingan essential principle of the Freirean proposal. By concentrating on classrooms, schools, and teachers and by use of a detailed empirical analysis, this book constitutes an assessment of an original, far-reaching, and radical process of educational reform. The foundations and methodologies of the So Paulo experience can be implemented in different international contexts. The authors show how students and teachers were engaged in the process of curriculum and governance reform and what kind of political awareness emerged in schools and communities experiencing radical educational reform.

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Education and Democracy
Education and Democracy
Paulo Freire, Social Movements, and Educational Reform in So Paulo
Maria del Pilar O'Cadiz
Pia Lindquist Wong
Carlos Alberto Torres
First published 1998 by Westview Press Published 2018 by Routledge 711 Third - photo 1
First published 1998 by Westview Press
Published 2018 by Routledge
711 Third Avenue, New York, NY 10017, USA
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
Copyright 1998 by Taylor & Francis
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
Notice:
Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
A CIP catalog record for this book is available from the Library of Congress.
ISBN 13: 978-0-8133-6628-9 (pbk)
ISBN 13: 978-0-8133-8962-2 (hbk)
In Memoriam
Paulo Reglus Neves Freire (1921-1997)
This book has been almost seven years in the making. Though the work has certainly not been continuous for all those years, it was a major focus of the three of us for most of them. It is a tribute to Paulo Freire, his courage, his humanity, and the timelessness and relevancy of his ideas that our work on this manuscript was never tedious, never dull, and never a burden, but rather a constant source of joy, inspiration, and discovery. Although the book was always intended to be a critical but friendly description and analysis of Freire's efforts as Secretary of Education, the need to disseminate information about this radical educational reform became even more urgent after the sad news of Paulo Freire's death in May 1997. Thus, while this text is the result of the scholarly efforts of three researchers, it is also a celebration of a revolutionary thinker who had the unique opportunity to make his ideas concrete and therefore affect the lives of countless young children in his native country. We dedicate our efforts on this volume to Paulo Freire and to the hundreds of educators in Sao Paulo whom he inspired to work tirelessly in creating a happy, democratic school dedicated to serving poor and working class children and their communities. It has been our pleasure and privilege to have worked with Paulo Freire and the many educators involved in educational reform in Sao Paulo. Their commitment, courage, political clarity and struggle for social justice and equality are a constant source of motivation and inspiration for us to renew and reinvigorate our own efforts in the fight for equal rights, decency and justice.
Contents
  1. viii
  2. ix
  3. x
  4. xi
  5. xii
  6. xiii
  7. xiv
  8. xv
Guide
Tables and Figures
Acknowledgments
Pia Lindquist Wong
Almost 10 years ago, I made a "career change" from working in community development to working in education. Paulo Freire and the educational framework put forth in Pedagogy of the Oppressed were instrumental in helping me to blend together a commitment to social transformation and a budding interest in education. Pedagogy of the Oppressed changed the way I thought about the educational process; the Inter Project changed the vision I had about the potential beauty and liberatory qualities of that same process. I feel forever indebted to Paulo Freire and to the many Brazilian educators who showed me that formal learning can indeed by a joyful and transformative act.
I would also like to acknowledge several people without whose unswaying support this book would not have come to fruition. It has been a wonderful experience to have worked with Pilar O'Cadiz and Carlos Alberto Torres. I have learned a tremendous amount from each of them, as they willingly shared their expertise and brilliant insights while we worked together writing this book. Their patience, grace, and good humor have made these seven years pass quickly. I can only hope that all my future collaborations are as pleasant and fruitful as this one has been. In a way, this whole book came to fruition because of a certain Stanford University connectionwith the important link being Martin Carnoy, who was my mentor and who served as Carlos Alberto Torres' advisor years earlier. I would like to thank him for introducing me to Paulo Freire when I was just beginning the doctoral program there, and for the subsequent intellectual guidance that he provided in the ensuing years. One Brazilian educator in particular deserves mention in this openingAntonio Fernando Gouvea, the grande Gouva. For some reason he had special patience for this norteamericana who appeared at his school with countless questions and a need to sit in on every meeting, visit every classroom and interview all the staff and students. His understanding of the Inter Project and his insights into the implementation of this reform are present in all aspects of my analysis; his guidance was as illuminating as his friendship was invaluable.
In addition, heartfelt thanks to my dear friends, Lexie and Daltro Morandini, to whom I feel indebted forever for their unflagging good humor, generosity and hospitality in hosting me in their home for eight months.
Finally, I would also like to thank my family who have always given willingly and generously of their time and love. My husband, Bruce Griesenbeck, has remained interested, curious, supportive, and patient throughout all of the work on this book, which included an eight month period of separation. His limitless capacity for backrubs, late night discussions, dishes, laundry, and international phone bills cannot be overappreciated. My parents, Yen Lu Wong and Herbert Shore, have been a constant source of intellectual guidance. I have always felt privileged to have had their support, both emotionally and intellectually. But most of all, I want to thank our young son, Riley Hui Griesenbeck, whose entry into this world made me full of wonder and gratitude. More than anything else, his young life, curious mind, and innocent smile make me more determined than ever to do what I can to make this world (in the words of Paulo Freire) "less ugly, less cruel, and less inhumane." I hope this book and the understandings derived from it will be one step in that direction.
Pilar O'Cadiz
In carrying out the research for this book, I had the fortune of meeting many committed educators in Sao Paulo whose creativity, diligence and perseverance in the face of seemingly insurmountable obstacles never ceased to astound me. I owe my deepest gratitude to them for allowing me into their classrooms and homes, for maintaining interest in my work and offering me their insights and much-esteemed friendship. Although I appreciate the input of all the Brazilian teachers who contributed to this research, I would like to give a special thanks to Gouvea, Maria do Carmo, Francisca, Flavio, Sonia, Rosa, Carolina, Marlene, Nanci, and Elza. Obrigada!
I could not have spent so many months in the field without the generosity of my dear Brazilian friends, Doni and Miriam Atunes, Rogerio and Liana Belda, Adima Aith and family Luciana Chaui, Claudio Coutinho and Marcio Aith, Maria do Carmo Mendonqa and family, Vera and Marcos Madeiro, Evanete Caldas, Jose and Zuleide Bezerra, whom I would like to thank for providing me with a place to stay and all the rest.
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