Can critical democracy last? Porto Alegre and the struggle over ‘thick’ democracy in education

Abstract

A fundamental question lies at the heart of the issues surrounding the connections between educational projects and larger socially critical movements and projects. What would a socially just education system look like? In answering this, one place immediately comes to mind, a locale where this question was answered through real transformations: the municipal educational system of Porto Alegre, Brazil. This article examines the structural changes that were put in place in Porto Alegre’s municipal system during the 16-year tenure of the Popular Administration (a coalition of left-wing parties, led by the Workers Party that governed the city from 1989 to 2004) and offers a preliminary evaluation of the current state of the schools in Porto Alegre. Among the questions we address are: How did these changes come about? What were the components of the Porto Alegre experience? What did it achieve? What is its legacy? What has lasted? What does this tell us about the prospects for socially committed critical reforms? To answer these questions, we first situate Porto Alegre in its context. We then examine why Porto Alegre’s educational system deserves to be studied and what it achieved. We also present some challenges that the experience is currently facing and finally we revisit the Porto Alegre school system six years after the Workers Party left office and address both some of what has lasted and what has changed.