Purpose Of Social Education Research Articles

CONTRIBUIÇÕES DE PAULO FREIRE PARA A EDUCAÇÃO DE JOVENS E ADULTOS: UMA REVISÃO NARRATIVA

ABSTRACT: Even 50 years after the launch of Paulo Freire's Pedagogy of the Oppressed, his current contributions to the field of education are perceptible. This article discusses the education for young people and adults guided by Freire's principles. To do so, we developed a narrative review based on the book Pedagogy of the Oppressed and analyzed four themes, namely: (I) the human essence and knowledge; (II) the individual-society relationship; (III) the theory-practice relationship and the objectivity-subjectivity relationship; (IV) the social purposes of education and the teacher's place in the educational process. As a result, we perceived that Paulo Freire's pedagogy is the result of a long life journey, a man's journey between his origins, his world, experiences, readings, and contact with other subjects. His pedagogical and humanistic ideas depart from the micro to the macrocosms, from the world of the less privileged classes in opposition to the privileged ones. In the educational field of young people and adults, taking Paulo Freire as an inclusive educator means, among other aspects, building types of knowledge that consider diverse worldviews and enables the humanization process.

Educational Objectives for Children in The Qur'an (The Study of Thematic Interpretation)

Goal setting is a plan that must be set from the start, otherwise life will be directionless just going with the flow of life. A goal is defined as a direction or goal. Education is an effort that is planned as a human provision in the future. So the purpose of education is important as a predetermined target to go through the educational path so that it will be useful for him later. This study aims to analyze the purpose of education for children in the Qur'an based on the thematic interpretation approach. The results of this study describe that the purpose of Islamic education itself means efforts to obtain results which in the end the goal is to worship only Allah SWT as the main foundation of Islam. The purpose of education is divided into four dimensions, namely the purpose of physical education in the form of physical strength that must be possessed by every individual as a caliph on earth. The purpose of spiritual education is that all human efforts have the ultimate goal of increasing faith in the Creator. The purpose of mind education which means the search for truth in the Qur'an with several stages, namely scientific, empirical, and philosophical. The purpose of social education, which means that the education taken can be useful in all aspects of life, especially for children from elementary age.

Re-imagining education

FORUM is part of the movement for instituting a system of comprehensive education. Such a system would, among other things, prevent selection of young people for different types of education in different types of schools. It would do so principally on the grounds that a selective system educationally damages all young people in it. Commitment to a system of comprehensive education entails a particular conception of human educability: that it is limitless. Such a view is radically at odds with the conception of human educability which informs arguments in support of educational selection between types of school and also within schools of any type. It poses a host of questions which adherents of comprehensive education must continue to address, related to all aspects of an education system: the nature of learning and teaching, how those who learn are to be regarded and how their learning might best be assessed, what is to be taught, how those who are taught may be grouped and organised in school, how education and democracy, school and community entwine, and more broadly, the social purposes of education. To envisage a comprehensive system is to re-imagine education thoroughly.

Proposições da OCDE para América Latina: o Pisa como instrumento de padronização da educação

This article aims to analyze the educational propositions of the Organization for Economic Cooperation and Development (OECD) for the Latin American region. For this, it analyzes documents that present proposals to the countries of the region. It is based on the understanding that, based on the results of the International Program for Student Assessment (Pisa), the International Organization urges countries to adopt a concept that has as its epicenter the policy of skills and abilities to meet the demands of the market of work in the globalized world. It points out contradictions in the propositions that, in appearance, defend public education, but, in essence, attempt to standardize systems. It concludes that the comparative bias towards standardization is contrary to public and social purposes of education.

Maintaining the Integrity of Public Education: A Comparative Analysis of School Autonomy in the United States and Australia

This article takes a critical comparative approach to examining autonomous schooling in the United States and Australia. Amid the market imperatives currently driving education priorities, its focus is on how autonomy can be mobilized in ways that preserve the integrity of public education. Through reference to key debates and research about school autonomy in the United States and Australia, integrity is defined with reference to three values: (1) public ownership (i.e., governance that is responsive to the people it serves), (2) equity and access (i.e., adequate funding and inclusive student admission practices), and (3) public purpose (i.e., prioritizing the moral and social purposes of education; Darling-Hammond and Montgomery 2008). The analysis is mindful of the resonances and differences between the education systems in the United States and Australia and the fluidity and complexity of the notion of autonomous schooling. Against this backdrop, the article illustrates the significance of embedding these values within school autonomy policy in order to preserve the integrity of public education.

Models of Education for Sustainable Development and Nonformal Primary Education in Bangladesh

The social purposes of education are long term and oriented towards the construction and maintenance of a sustainable future. This article focuses on developing-country contexts with relatively low formal school enrolment rates, where dropout and failure rates are alarming, and where many children leave school semi-literate, soon to relapse into illiteracy. This has negative consequences for their participation as individuals in the creation of a sus-tainable world. Since the 1960s, nonformal basic education has offered alternative educational and training activities, with innovative learning methods aimed at the development of practical skills, including matters of health, sanitation, literacy, to be applied in real-life situations. Drawing on a five-year empirical study of young people at the point of transition be-tween the nonformal and formal sectors of schooling in Bangladesh, this article analyses the nonformal education paradigm against a framework of models linking education and sustainable development. By following an activist citizen model, nonformal education empowers students to critically consider new circumstances and to believe that they can make a change when needed.

Exhibits through the “Other Eye”

This essay begins by considering museum studies in relationship to curriculum studies and new museology. The author notes that traditional museum and school learning modes have focused more on measurement than meaning, while curriculum studies and new museology urge a broader exploration of the social purposes of education. Drawing on the work of Myles Horton and the Highlander Folk School, popular education is offered as a model for exhibitors and other museum educators. The essay closes with examples from an exhibit project by graduate students. This section shares analyses of traditional exhibit standards, new critical standards, and popular education-influenced exhibit elements.

Quality and Equality in Education

During the past 25 years there has been a fivefold expansion in educational activity in Australia. There has also been a change in the atmosphere: the supportive environment of the earlier years has been replaced by hostility. In the education debate, this has been manifested in a switch from an inputs to an outcomes orientation and an emphasis on accountability. An assessment of quality involves the selection of the relevant elements of the educational system, the assessment of their quality, and the weighting to be attached to them. The selection of the relevant elements depends on the avowed purposes of education and these include social objectives as well as objectives for the individual. One of the social purposes of education relates to equality. The concept of educational equality can be interpreted at three levels: equality of educational provision, equality of educational opportunity, and equality of group educational outcomes. These have a bearing on social mobility and, to a lesser degree, on the distribution of occupations, income, and power. Quality and equality in education have many dimensions, and discussions of them are necessarily value-laden. Public debate abounds with simplistic conclusions. There are no simple summary measures of trends in quality and equality in education. Detailed analyses, with all the appropriate reservations and warnings, are required.

The Social Purposes of Education

The Social Purposes of Education