Challenging Neo-Liberalism, Building Democracy: Creating the Citizen School in Porto Alegre, Brazil

10.6357/CCES.200204.0021

Luis Armando Gandin；Michael W. Apple

教育政策與改革 ； 公民學校 ； 社會轉化 ； Educational policy and reform ； Citizen School ； Social transformation

中正教育研究

2卷1期（2003 / 04 / 01）

21 - 55

英文

作者在本文中將教育政策與改革的歷程置入其更大的社會－政治脈絡之中。本文描述一組教育政策似乎具有廣大的與長期持續效果的一些方式，因為這些政策是一致性地連結到社會轉化的較廣大動態，以及朝向改變國家機制和參與國家政策形成的規則之一致性的策略。作者描述和分析巴西Porto Alegre的「公眾行政」政策，特別聚焦在「公民學校」和某些計畫，這些計畫是明顯地設計來同時根本地改變市立學校，以及社區、國家與教育之間的關係。這組教育政策和其配套的實施歷程，都是一個清楚、明確的方案之組成部分，目的不僅在為那些被排除者建構一所較好的學校，也是為了建構一個更廣大的激進民主方案。在Porto Alegre進行的改革仍在形塑中，但作者要論證這類改革對於我們如何思考教育政策的政治學，以及它在社會轉化之中的辯證角色，具有重要的蘊義。

In this article, we situate the processes of educational policy and reform into their larger socio-political context. We describe the ways in which a set of policies has had what seem to be extensive and long lasting effects because the policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. We describe and analyze the policies of the ”Popular Administration” in Porto Alegre, Brazil. W specifically focus on the ”Citizen School” and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state, and education. This set of polices and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical democracy. The reforms being built in Porto Alegre are still in formation, but we argue that they have crucial implications for how we might think about the politics of education policy and its dialectical role in social transformation.

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