Citizen School Project Research Articles

ESCOLA CIDADÃ: UMA EXPERIÊNCIA CONTRA-HEGEMÔNICA

This work aims to study the fundamental principles and proposals of the Citizen School project, developed in the public municipal education network in the city of Porto Alegre, during popular administrations from 1989 to 2004. The city's democratization project and its consequences for the school democratization are analyzed. The analysis sources used were basic documents on the educational policy of the time. The main authors who served as a theoretical reference for the project were, among them, Paulo Freire, Carlos Brandao, Vygotsky, Gramsci and Karl Marx. The study shows that Citizen School was a counter-hegemonic project, based on solidary, cooperative and collective values. It is a counterpoint to the market school supported by the neoliberal market model values, such as competition, individualism, entrepreneurship and meritocracy. Key words: Citizen school. Democracy. Mercoescola. Training Cycles. Emancipatory Evaluation.

CONCEITOS E PRÁXIS REFERENCIAIS DA ESCOLA CIDADÃ - LEGADOS E O DESAFIO DE REINVENÇÃO

The Citizen School project developed and reflected collectively and participatively in the Municipal Network of Porto Alegre, between 1990 and 2004, produced an extraordinary change in the Public School in dialogue with other experiences, left legacies and challenges us to its reinvention in the face of the conservative neoliberal hegemony that imposes in Brazil. Questioning the authoritarian, meritocratic and exclusionary school, it resignified curriculum, assessment, rules of coexistence and management of education, through the return of sovereignty to citizenship in the relationship with the state, the rupture of the natural mechanisms of inequality and the debate and alteration of schoolregulations, educational legislation and the meaning of the school. However, the alternation in power determined by the elections, put this proposal and its new democratizing, emancipatory and inclusive concepts in the resistance. From this place, it is necessary to reinvent them and deal with important challenges such as racism, sexism, the preponderance of large-scale evaluations and the privatization of the curriculum and educational budget.

The pedagogical and ethical legacy of a “successful” educational reform: The Citizen School Project

The Citizen School Project (Escola Cidada) was implemented from 1993 to 2004 in Porto Alegre, capital of the Brazilian state of Rio Grande do Sul. This article presents the conception behind the Citizen School Project, the basic mechanisms created to implement and evaluate its strengths and weaknesses, and some of its contradictions. After contextualising the educational reforms in Brazil during the 1980s and 1990s, the authors demonstrate how the Citizen School Project’s emphasis on participation and democratisation was a radical departure from Brazil’s traditional public education system. Next, they present the three main goals and structures of the Citizen School Project – democratisation of access to schools, democratisation of schools’ administration, and democratisation of access to knowledge. They conclude by discussing some pedagogic, social and political dynamics which appear to be strong legacies of this pedagogical project. The authors also argue that the Citizen School Project has both improved the quality of education in Porto Alegre and is an important contribution to our collective thinking about the politics of “successful” educational policies.

The Citizen School: Inclusive policies and practices

The experience of Porto Alegre Citizen school is discussed in this study, being analyzed how this democratic participation based project has produced advances in the educational inclusion issue. The Citizen School project is discussed in the context of conquests and advances within the Brazilian legislation. Education is discussed as a right, which analyses the contradictions of the inclusion process limited by the excludent socioeconomical system. The assumptions and the pedagogical practises which produce the schooling failure are examined by presenting a critical view towards the merit conception-based evaluation. It is discussed the need of rethinking school centering the concerns with inclusion and educators training intended to gather the “different ones” and allow dialogues with the cultural contexts. The ongoing project at the Citizen School is being analyzed as an updated pedagogical practice reference. The data examined is referred to the Municipal net and indicates a rise in enrollments, in the different modalities of attending, in evasion reduction, in failing and shows a drastic decrease of illiteracy in the city. It also testifies a continuance of an integrating, cooperative, solidary, participative and democratic pedagogical practice commited to social inclusion.

The Construction of the Citizen School Project as an Alternative to Neoliberal Educational Policies

This article examines the ‘Citizen School’ project implemented in Porto Alegre, Brazil as an example of how to fight against neoliberal projects. It begins by describing the broader context in which the Citizen School project was born, including the hegemonic agenda for education, first in its global aspects and then in specific instances in Brazil. The Brazilian case is understood not as a simple reproduction of a global trend in education, but as a hybrid process, with local characteristics and peculiarities. Therefore, this article examines the ways in which the global process of neoliberalism and marketization heavily influences the Brazilian educational scenario but, at the same time, it also studies the results of the encounter of this global process with the local dominant alliances and struggles for transformation. Second, it situates the Citizen School project in the context of the counter-hegemonic educational struggles in Brazil. Finally, the article also addresses how the leaders of the project were able to disarticulate some of the decentralization and autonomy proposals from its neoliberal agenda and rearticulate them in an alternative project, the Citizen School project.

Citizenship Education Practices of Politically Active Teachers in Porto Alegre, Brazil and Toronto, Canada

Previous articleNext article No AccessCitizenship Education Practices of Politically Active Teachers in Porto Alegre, Brazil and Toronto, CanadaJohn P. MyersJohn P. Myers Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 51, Number 1February 2007 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/508641 Views: 115Total views on this site Citations: 17Citations are reported from Crossref History © 2007 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Michele Schweisfurth, Matthew A. M. Thomas, Amy Smail Revisiting comparative pedagogy: methodologies, themes and research communities since 2000, Compare: A Journal of Comparative and International Education 52, no.44 (Aug 2020): 560–580.https://doi.org/10.1080/03057925.2020.1797475Nafees M. Khan Slavery in Secondary History Textbooks from the United States and Brazil, Peabody Journal of Education 96, no.22 (Apr 2021): 150–165.https://doi.org/10.1080/0161956X.2021.1905338Frank Reichert, Judith Torney-Purta, Weihong Liang Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices, Theory & Research in Social Education 48, no.44 (Aug 2020): 552–582.https://doi.org/10.1080/00933104.2020.1795764Tricia Niesz, Aaron M. Korora, Christy Burke Walkuski, Rachel E. Foot Social Movements and Educational Research: Toward a United Field of Scholarship, Teachers College Record: The Voice of Scholarship in Education 120, no.33 (Mar 2018): 1–41.https://doi.org/10.1177/016146811812000305Gustavo E. Fischman, Luis Armando Gandin The pedagogical and ethical legacy of a “successful” educational reform: The Citizen School Project, International Review of Education 62, no.11 (Feb 2016): 63–89.https://doi.org/10.1007/s11159-016-9542-0David Zyngier, María Delia Traverso, Adriana Murriello ‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia, Research in Comparative and International Education 10, no.22 (Mar 2015): 275–299.https://doi.org/10.1177/1745499915571709Salma Gehad Waly Reflections of EFL university instructors on teaching and learning after the revolution in Egypt, Education, Business and Society: Contemporary Middle Eastern Issues 6, no.11 (May 2013): 4–14.https://doi.org/10.1108/17537981311314673Mark Ginsburg, Maria Jose Bermeo, Karishma Desai, Katy De La Garza Multilogue on the Preparation, Practice and Politics of Teachers, (Jan 2012): 1–16.https://doi.org/10.1007/978-94-6209-077-4_1Mary Richardson Assessing the assessment of citizenship, Research Papers in Education 25, no.44 (Dec 2010): 457–478.https://doi.org/10.1080/02671520903045566S. Tøsse Popular Adult Education, (Jan 2010): 162–168.https://doi.org/10.1016/B978-0-08-044894-7.00025-7Louise B. Jennings, Gylton B. Da Matta Rooted in resistance: women teachers constructing counter‐pedagogies in post‐authoritarian Brazil, Teaching Education 20, no.33 (Jul 2009): 215–228.https://doi.org/10.1080/10476210903096047Mark B. Ginsburg, Sangeeta G. Kamat The Political Orientations of Teachers, (Jan 2009): 231–241.https://doi.org/10.1007/978-0-387-73317-3_14Terri Seddon, Phoebe Palmieri Teachers' Work, Power and Authority, (Jan 2009): 463–479.https://doi.org/10.1007/978-0-387-73317-3_30Gustavo E. Fischman, Luis Armando Gandin Pedagogies of Inclusion: Lessons from Escola Cidadã, (Jan 2009): 65–80.https://doi.org/10.1057/9780230622920_5 Joan G. DeJaeghere Citizenship as Privilege and Power: Australian Educators’ Lived Experiences as Citizens DeJaeghere, Comparative Education Review 52, no.33 (Jul 2015): 357–380.https://doi.org/10.1086/588759Tristan McCowan Curricular transposition in citizenship education, Theory and Research in Education 6, no.22 (Jul 2008): 153–172.https://doi.org/10.1177/1477878508091109John P. Myers Democratizing school authority: Brazilian teachers’ perceptions of the election of principals, Teaching and Teacher Education 24, no.44 (May 2008): 952–966.https://doi.org/10.1016/j.tate.2007.09.012

Citizenship Education Practices of Politically Active Teachers in Porto Alegre, Brazil and Toronto, Canada

Previous articleNext article No AccessCitizenship Education Practices of Politically Active Teachers in Porto Alegre, Brazil and Toronto, CanadaJohn P. MyersJohn P. Myers Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 51, Number 1February 2007 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/508641 Views: 123Total views on this site Citations: 18Citations are reported from Crossref History © 2007 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Michele Schweisfurth, Matthew A. M. Thomas, Amy Smail Revisiting comparative pedagogy: methodologies, themes and research communities since 2000, Compare: A Journal of Comparative and International Education 52, no.44 (Aug 2020): 560–580.https://doi.org/10.1080/03057925.2020.1797475Yishin Khoo Narrative Inquiry: A Way-Seeking Framework to Re-Search Teachers’ Knowledge of Educating for Citizenship, (Dec 2022): 15–42.https://doi.org/10.1007/978-3-031-18078-1_2Nafees M. Khan Slavery in Secondary History Textbooks from the United States and Brazil, Peabody Journal of Education 96, no.22 (Apr 2021): 150–165.https://doi.org/10.1080/0161956X.2021.1905338Frank Reichert, Judith Torney-Purta, Weihong Liang Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices, Theory & Research in Social Education 48, no.44 (Aug 2020): 552–582.https://doi.org/10.1080/00933104.2020.1795764Tricia Niesz, Aaron M. Korora, Christy Burke Walkuski, Rachel E. Foot Social Movements and Educational Research: Toward a United Field of Scholarship, Teachers College Record: The Voice of Scholarship in Education 120, no.33 (Mar 2018): 1–41.https://doi.org/10.1177/016146811812000305Gustavo E. Fischman, Luis Armando Gandin The pedagogical and ethical legacy of a “successful” educational reform: The Citizen School Project, International Review of Education 62, no.11 (Feb 2016): 63–89.https://doi.org/10.1007/s11159-016-9542-0David Zyngier, María Delia Traverso, Adriana Murriello ‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia, Research in Comparative and International Education 10, no.22 (Mar 2015): 275–299.https://doi.org/10.1177/1745499915571709Salma Gehad Waly Reflections of EFL university instructors on teaching and learning after the revolution in Egypt, Education, Business and Society: Contemporary Middle Eastern Issues 6, no.11 (May 2013): 4–14.https://doi.org/10.1108/17537981311314673Mark Ginsburg, Maria Jose Bermeo, Karishma Desai, Katy De La Garza Multilogue on the Preparation, Practice and Politics of Teachers, (Jan 2012): 1–16.https://doi.org/10.1007/978-94-6209-077-4_1Mary Richardson Assessing the assessment of citizenship, Research Papers in Education 25, no.44 (Dec 2010): 457–478.https://doi.org/10.1080/02671520903045566S. Tøsse Popular Adult Education, (Jan 2010): 162–168.https://doi.org/10.1016/B978-0-08-044894-7.00025-7Louise B. Jennings, Gylton B. Da Matta Rooted in resistance: women teachers constructing counter‐pedagogies in post‐authoritarian Brazil, Teaching Education 20, no.33 (Jul 2009): 215–228.https://doi.org/10.1080/10476210903096047Mark B. Ginsburg, Sangeeta G. Kamat The Political Orientations of Teachers, (Jan 2009): 231–241.https://doi.org/10.1007/978-0-387-73317-3_14Terri Seddon, Phoebe Palmieri Teachers' Work, Power and Authority, (Jan 2009): 463–479.https://doi.org/10.1007/978-0-387-73317-3_30Gustavo E. Fischman, Luis Armando Gandin Pedagogies of Inclusion: Lessons from Escola Cidadã, (Jan 2009): 65–80.https://doi.org/10.1057/9780230622920_5 Joan G. DeJaeghere Citizenship as Privilege and Power: Australian Educators’ Lived Experiences as Citizens DeJaeghere, Comparative Education Review 52, no.33 (Jul 2015): 357–380.https://doi.org/10.1086/588759Tristan McCowan Curricular transposition in citizenship education, Theory and Research in Education 6, no.22 (Jul 2008): 153–172.https://doi.org/10.1177/1477878508091109John P. Myers Democratizing school authority: Brazilian teachers’ perceptions of the election of principals, Teaching and Teacher Education 24, no.44 (May 2008): 952–966.https://doi.org/10.1016/j.tate.2007.09.012

The Praeger handbook of urban education

Introduction The Power of Hope in the Trenches Context of UE No Child Left Behind and Urban Education: The Purpose and Funding of Public Education, by Thomas Brignall III The Militarized Zone, by Ronnie Casella The Significance of Urban Street Vendors, by Marina Karides Why Should Urban Educators Care about Community Organizing to Reform Schools? by Hollyce C. Giles Race/Ethnicity & UE A Cociological Critique of 'Meaningful Differences:' A Functional Approach to the Parenting Style of Low-Income African American Families, by Linda B. Benbow The Business Community, African-American Leaders and School Governance: A Case of Competing Interests in School Reform, by Lisa Gonsalves Black Women Activists, Leaders and Educators: Transforming Urban Educational Practice, by Gaetane Jean-Marie, Channelle James, and Shirley Bynum Dilemmas Confronting Urban Principals in the Post-Civil Rights Era, by Tondra L. Loder Bring In Da Noise, Bring in DuBois: Infusing an African-American Educational Idealogy into the Urban Education Discourse, by Kecia Hayes Race, Class and Gender in Urban Education: Exploring the Critical Research on Urban Pedagogy and School Reform, by Marvin Lynn, A. Dee and et al. Whiteness in Teacher Education, by Patricia Burdell, Ph.D. Should the Holocaust be Taught in Urban Schools? by Dr. Tibbi Duboys Rethinking the White Man's Burden: Identity and Pedagogy for an Inner City Student Teacher, by John Pascarella and Marie Gironda African American Teachers: The Dying Group, by Dr. Deidre Ann Tyler Social Justice Participatory Democratic Education: Is the Utopia Possible? Porto Alegre's Citizen School Project, Possible? by Luis Armando Gandin and Gustavo E. Fischman Teaching/Pedagogy Identity as Dialectic: Re/Making Self in Urban Schooling, by Wolff-Michael Roth The Professional Development of Teachers of Science in Urban Schools: Issues and Challenges, by Mary M. Atwater and Malcolm B. Butler Contemplative Urban Education, by David Forbes, Ph.D. Conflict Resolution Strategies for Inner-City Youth, by Meridith Gould and Anthony Tadduni One Day at a Time: Substitute Teaching in Urban Schools, by Frances Helyar Developing Scholar-Practitioner Leaders in the Urban Education in Crisis, by Raymond A. Horn, Jr. Voice, Access, and Democratic Participation: Towards a Transformational Paradigm of Parent Involvement in Urban Education, by Edward M. Olivos and Alberto M. Ochoa Rewriting the Curriculum for Urban Teacher Preparation, by Cynthia Onore Rethinking Learning and Motivation in Urban Schools, by Robert Rueda and Myron H. Dembo The Testing Movement and Urban Education, by Rupam Saran Forming a Circle: Creating a Learning Community for Urban Commuting Adult Students in an Interdisciplinary Studies Program, by Roslyn Abt Schindler Tolerance with Children: A Critique of Zero Tolerance in School Discipline, by Jill Rogers Literacy in Urban Education: Problems and Promises, by Anne Dichele and Mordechai Gordan Complicating our Identities as Urban Teachers: A Co/Autoethnography, by Dr. Monica Taylor and Dr. Lesley Coia Democratic Urban Education: Imagining Possibilities, by Patrick M. Jenlink and Karen Embry Jenlink How to Explore, Critique, and Sustain NYC-based Arts/Education After-School Funding and How to Utilize Youth Participant Researchers as Investigators, by Jen Weiss The Need for Free Play in Natural Settings, by William Crain Any Given Saturday, by David Reed Purple Leaves and Charlie-Horses: The Dichotomous Definition of Urban Education, by Tricia Kress Exploring Urban Landscapes: A Postmodern Approach to Learning, by Priya Parmar, Ph.D. and Shorna Broussard, Ph.D. Power & UE Global Capitalism and Urban Education, by David Baronov Towards an Anti-Colonial Education, by Mostafa MouhieEddine and Rebecca Sanchez Education in a Globalized Society: Over Five Centuries, the Colonial Struggle Continues, by Joseph Carroll-Miranda Universities, Regional Policy and the Knowledge Economy, by Michael A. Peters and Tim May The Individual vs. the Collective in a Time of Globalization: Educational Implications, by Judith J. Slater School Finance in Urban America, by Lynne A. Weikart, Ph.D. Language & UE Evaluating Programs for English Language Learners: Possibilities for Biliteracy in Urban SchoolDistricts in California, by Karen Cadiero-Kaplan and Alberto Ochoa Bilingual-Bicultural Literacy Pedagogies and the Politics of Project Head Start, by Ronald L. Mize, et al. Cultural Studies & UE Hollywood's Depicti