Colloquium 40 years of CES – Participation of CeiED Researchers Ana Benavente and Jacinto Serrão
The Center for Social Studies (CES) organized, within the 40 years of its foundation, the Colloquium of homage to Boaventura de Sousa Santos with the theme “The imagination of the future. Knowledge, experiences, alternatives “, from November 7 to 10, 2018.
The Integrated Researchers of CeiED Professor Ana Benavente and Professor Jacinto Serrão participated in the panel moderated by Marta Araújo “Education, Society and Democracy: Dangers and hopes of future in construction”, together with Paulo Peixoto (“Integrity in Portuguese higher education institutions” ), Denise Esteves (“Rethinking education as a human right through the inclusion of collaborative processes, contexts and plural agents”) and Lucília Salgado (“Social spaces, literacy and permanent education”).
Ana Benavente presented a communication entitled “Educational policies: expectations, paradoxes, fictions and realities”, from which we publish the summary:
“Education constitutes one of the rights of the Social State and of the construction of democracy. The indicators show a country in the process of schooling in recent decades. What public policies have brought us to the present? The times of change and innovation in education, the management of the School Institution, the pedagogical life, the curricula and the learning, reveal contradictions and paradoxes that challenge us. The power of international in comparisons that influence school work, makes educational policies. The devaluation of education in public policies, of their teachers and of the alternatives pedagogies that allow us to overcome the reproductive school of social inequalities both in the production of legislation, in the adoption of structural measures (such as municipalization) and in the media space. In this intervention, we will highlight the regressions in current educational policies and their main characteristics. “
Jacinto Serrão intervened with the communication “Citizenship treated as an object and contradicted in the practices”, that here we present the summary:
“Education for Citizenship is an essential area of the school curriculum, holistic formation of citizens and the construction of the identity of a people. Being a consensual theme, the rhetoric around the educational system attributes to citizenship an area status interdisciplinary and transversal to the various cycles and disciplines and the community. A rhetoric that is not reflected in practice either in the management of the school and resources, or in the training and pedagogical A reality that, based on empirical evidence, transforms, after students, teachers in the main victims of a system that turns the school out of reality and uninteresting. Citizenship is treated as an object and contradicted in practice and, in this sense, it is important to know the teachers’ perceptions about different dimensions of Citizenship to understand the system’s failures and to build a curriculum capable of current and future challenges. A field work carried out with teachers of various degrees of teaching show problems, contradictions and obstacles in a field which, at the rhetorical, appears as consensual. Until when will the School continue to be a prisoner of these contradictions between discourses and practices? “