A INCOERÊNCIA METODOLÓGICA DO BANCO MUNDIAL (BM) NA DETERMINAÇÃO DAS POLÍTICAS EDUCACIONAIS PARA OS PAÍSES EM DESENVOLVIMENTO
This work has the objective of analysis World Bank (WB) methodological incoherence on the process of chooses educational police for countries in development process. The methodology tool for this work is characterized as theoretic-bibliography. Ahead this, we distinguish principles defended by WB, as the bind existent between WB actions and capitalist system interest. Concomitantly it is analyzed World Conference condition about Education for everybody, realized at Jomtien (Thailand), 1990, whose conclusions show us that WB do not practice speech that determine educational systems, such as administrative decentralization. This fact evidences action methodology in social division of work molds, because international organisms think educational polices that would be executed in development-process-country schools. A possible alternative, in the sense of reverse subordinate position of educational institutions, is teacher’s educational conscience formation while conscientious managers of importance of community participation on school management, what implies a collective and organic work in teacher formation curses and continued formation.
A gestão democrática e o desafio da construção da participação coletiva
This paper shows the result of the research project "The construction of school autonomy" developed from 1999 to 2000 in municipal schools of the central region of Rio Grande do Sul. Seventeen out of 34 cities participated in this research. This project deals with the formation of the school collective whereby the schools acquire the principle of democratic management. In this process, the teachers have to assume responsibility for the construction of the school identity in association with the school community. The participant research was the methodology adopted and it was carried out through meetings with teachers and principals of each school trying to identify through the professionals' position. the conditions, difficulties and developments in order to democratize management. The conclusion is that the culture of the work division and the centralization of power still exists, which makes it difficult to change the posture in the administrative and pedagogical organization of the school .
Novo paradigma de conhecimento e políticas educacionais na América Latina
Um tema recorrente nos discursos que orientam as politicas e os projetos educacionais na America Latina tem sido a centralidade do conhecimento. A revolucao tecnologica e o processo de globalizacao estariam impondo um novo paradigma de conhecimento. Os conhecimentos se definiriam pela vinculacao com a acao (saber fazer), pela utilizacao (saber usar) e pela interacao (saber comunicar). E esperado que as reformas educacionais venham adequar-se as novas exigencias desse paradigma. A centralidade do paradigma do conhecimento, frequentemente citada nos textos que definem ou analisam as politicas educacional, nao tem sido suficientemente discutida. Sao indicadas, neste artigo, algumas implicacoes do privilegiamento dessa tematica sobre as politicas educacionais em curso nos paises da America Latina.