Aprendizado
The movement of teachers / those of Rio de Janeiro :
challenges and dilemmas
The governments of the city and state of Rio de Janeiro have taken in relation to the movement of professional education position violent , disrespectful and authoritative. Violent to allow the use of physical force by the police , so clearly offensive and absurd and undemocratic repression . Disrespectful for not recognizing education professionals , duly represented by Sepe , as legitimate interlocutors . Authoritarian not mobilize with determination dialogue and negotiation with teachers / the .
The demands of professional education are fair and relevant . There is no quality education if educators do not have adequate working conditions : fair wages , well-equipped schools , hours of concentrated work in a school , time to educational planning and to build collective projects , continuing education , adequate number of alumni / each classroom teaching career stimulating and professional autonomy .
In fact , the educational policies of the state and municipality , in the current management have been guided by a technocratic concept , instrumental and performative education . Control , monitoring and performance measured by standardized tests are its cornerstones . This logic education professionals are reduced to mere executors of policies designed determinations without their participation , passive agents of curricular and pedagogical guidelines with which they identify .
The professional education of our state have a history of struggle and commitment to education . Invest in their continuing education . Are aware of the role of education for citizenship education . Do not allow the educational process be conceived primarily as teaching some specific knowledge . Education can not be reduced to teaching . Instruct or teach . Or instruct to prepare for success on standardized tests .
Education professionals believe / we believe that educating leads us to favor the development of students / into different dimensions . Recognizing and valuing each student , each student , taking into account their sociocultural characteristics . Betting on the potential for personal and collective growth of the various subjects of the educational process . Establish relations of cooperation and working together with families and communities . Committing to a quality social education oriented to the transformation of our society , training for a competent and committed presence in building a true democracy .
Education professionals require / demand pedagogical autonomy . Possess / possess a knowledge built up over many years of training and daily practice . Want / want to actively participate in the construction of educational policies .
Experience / experienced the daily challenges of education . Are / are the main responsible of educational processes . Require / demand respect and recognition . Repudiate / reject authoritarianism . They / we are open to dialogue and want / wish to be considered protagonists of educational policies .
It is time to renew our commitment to public school. At this critical juncture , it is necessary that the whole society to participate in a broad debate on the future of education in our state and country. We consider it essential to reinvent the school that can meet the challenges of the society in which we live . We do not believe in standardization in curricula plastered and perspectives that reduce the right to education for uniform results . We believe in the potential of educators to build educational proposals collective and plural . It's time to innovate , dare to make educational experiences , promote exchanges between teachers / and the schools, educational mobilize communities in building political-educational projects relevant to each context .
Today , October 15 , Teacher's Day / a , we renew our faith in the commitment of each teacher , each teacher in their ability to fight and collective construction of paths of renewal and reinvention of our schools , education systems , public policy education .
Vera Maria Candau
professor
Department of Education - PUC -Rio
Advisor of NGO Novamérica
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Aprendizado
The movement of teachers / those of Rio de Janeiro : challenges and dilemmas
challenges and dilemmas
The governments of the city and state of Rio de Janeiro have taken in relation to the movement of professional education position violent , disrespectful and authoritative. Violent to allow the use of physical force by the police , so clearly offensive and absurd and undemocratic repression . Disrespectful for not recognizing education professionals , duly represented by Sepe , as legitimate interlocutors . Authoritarian not mobilize with determination dialogue and negotiation with teachers / the .
The demands of professional education are fair and relevant . There is no quality education if educators do not have adequate working conditions : fair wages , well-equipped schools , hours of concentrated work in a school , time to educational planning and to build collective projects , continuing education , adequate number of alumni / each classroom teaching career stimulating and professional autonomy .
In fact , the educational policies of the state and municipality , in the current management have been guided by a technocratic concept , instrumental and performative education . Control , monitoring and performance measured by standardized tests are its cornerstones . This logic education professionals are reduced to mere executors of policies designed determinations without their participation , passive agents of curricular and pedagogical guidelines with which they identify .
The professional education of our state have a history of struggle and commitment to education . Invest in their continuing education . Are aware of the role of education for citizenship education . Do not allow the educational process be conceived primarily as teaching some specific knowledge . Education can not be reduced to teaching . Instruct or teach . Or instruct to prepare for success on standardized tests .
Education professionals believe / we believe that educating leads us to favor the development of students / into different dimensions . Recognizing and valuing each student , each student , taking into account their sociocultural characteristics . Betting on the potential for personal and collective growth of the various subjects of the educational process . Establish relations of cooperation and working together with families and communities . Committing to a quality social education oriented to the transformation of our society , training for a competent and committed presence in building a true democracy .
Education professionals require / demand pedagogical autonomy . Possess / possess a knowledge built up over many years of training and daily practice . Want / want to actively participate in the construction of educational policies .
Experience / experienced the daily challenges of education . Are / are the main responsible of educational processes . Require / demand respect and recognition . Repudiate / reject authoritarianism . They / we are open to dialogue and want / wish to be considered protagonists of educational policies .
It is time to renew our commitment to public school. At this critical juncture , it is necessary that the whole society to participate in a broad debate on the future of education in our state and country. We consider it essential to reinvent the school that can meet the challenges of the society in which we live . We do not believe in standardization in curricula plastered and perspectives that reduce the right to education for uniform results . We believe in the potential of educators to build educational proposals collective and plural . It's time to innovate , dare to make educational experiences , promote exchanges between teachers / and the schools, educational mobilize communities in building political-educational projects relevant to each context .
Today , October 15 , Teacher's Day / a , we renew our faith in the commitment of each teacher , each teacher in their ability to fight and collective construction of paths of renewal and reinvention of our schools , education systems , public policy education .
Vera Maria Candau
professor
Department of Education - PUC -Rio
Advisor of NGO Novamérica
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The influence of Teacher Education Supervisor in Training Faculty. Original series Education Professionals The Influence of Teacher Education Supervisor in Training Faculty. Professional Supervisory Teacher is one who observes the process and the...
- The Influence Of Teacher Education Supervisor In Training Faculty. Professional Education Series
The Influence of Teacher Education Supervisor in Training Faculty. Professional Education Series Professional Teacher Supervisor is one who observes the process and progress of the teaching and learning of the school. It evaluates the performance of...
- The Influence Of Professor Educational Supervisor In Training Faculty. Series Original Education Professionals
The influence of Professor Educational Supervisor in Training Faculty. Series Original Education Professionals The Influence of Teacher Educational Supervisor in Training Faculty. Professional Teacher Supervisor is one who observes the process and...
- The Influence Of Professor Educational Supervisor In Training Faculty. Series Original Education Professionals
The influence of Professor Educational Supervisor in Training Faculty. Series Original Education Professionals The Influence of Teacher Educational Supervisor in Training Faculty. Professional Teacher Supervisor is one who observes the process and...
- The Influence Of The Supervisory Teacher Training In Educational Faculty . Series Original Education Professionals
The influence of the Supervisory Teacher Training in Educational Faculty . Series Original Education Professionals The Influence of Teacher Education Supervisor in Training Faculty . Professional Teacher Supervisor is one who observes the process and...