This article aims to present the evolution of education in Brazil throughout history and the requirements for its future development. From 1500 until the 19th century, Brazilian education focused exclusively on training the upper classes, with the aim of preparing them for political-bureaucratic activities and liberal professions, almost always in charge of or under the influence of private religious initiative. The umbilical relationship between the Catholic Church and the Portuguese colonial power was maintained in Brazil even after its independence in 1822 during the imperial period and came to an end with the Proclamation of the Republic when there was an official divorce between Church and State. At the level of public policies, there were several attempts at educational reform by the republican central government that ended up perpetuating the educational model inherited from the colonial period. The first LDB (Lei de Diretrizes e Bases da Educação Brasileira) in the history of Brazilian education did not break the binomial of elitism and exclusion that had manifested itself in Brazilian education since the colonial period. The LDB of 1961 made it possible for public and private schools to cohabit. This educational situation in force in Brazil in the second half of the 20th century had a scathing critic in Paulo Freire. In 1982, alternative educational projects emerged to the technical education imposed by the military dictatorship, such as what occurred in Rio de Janeiro during the government of Leonel Brizola, which implemented the so-called CIEPs (Integrated Centers for Public Education), which were full-time schools. But these educational experiences adopted autonomously and in accordance with the correlations of forces that were established between existing pedagogical trends were destined to be short-lived, as in fact happened. With the end of the military dictatorship in Brazil, the last decade of the 20th century was marked by the adoption of the neoliberal economic model that harmed public policies, in particular education, as it allowed the growth of the private sector, mainly in the context of higher education, while In public schools, teaching became even more inefficient, a situation that continues today. Now, however, the exclusion of the popular classes took place because the State school does not guarantee the effective learning of the essential knowledge required by Brazilian society. From the above, it can be concluded that there is still a major task to be resolved by contemporary Brazilian society: the effective consolidation of state, public, secular and quality schools for all. In the contemporary era, there is an urgent need to promote a revolution in Brazil's education system, which has become necessary because the poor performance of Brazil's education system results, among other factors, above all from insufficient investments in Brazilian education.
From the Second Republic to Franco outlines the history of education in Spain from the 1930s through the Franco regime. Key events include the establishment of the Second Republic in 1931 which instituted secular education, religious freedom, and efforts to increase literacy. The right-wing CEDA government that followed in 1933 reversed many educational reforms. Under Franco, education was purged of liberal and socialist ideas and aimed to indoctrinate students with religious, moral, and patriotic principles supporting his regime. The Church gained influence over education, though the Falange movement also sought to control ideological education.
Education in Colombia developed over the 19th and 20th centuries. In the early 19th century, education was promoted to address high illiteracy rates. The 1853 constitution strengthened education and more schools were established. However, education was impacted by political conflicts and wars in the late 19th century. In the 20th century, education expanded further with new laws, though the Catholic Church maintained influence. Today, virtual learning has become widespread through new technologies and allows broader access to education.
THE CLIMB OF EDUCATION IN THE WORLD FROM PREHISTORY TO THE CONTEMPORARY ERA (...Faga1939
This article aims to present how education evolved in the world from the 18th century to the 21st century. This article represents the continuation of Part 1 of the article that addresses the evolution of education in the world from Prehistory to the 18th century. The 18th century was a landmark moment in the history of humanity because it was at this time that education was considered a right for all, there was the State's obligation to maintain schools, the right to free public education and the guarantee that public schools was not under the control of any religious creed (secularism). The 1st Industrial Revolution and the birth of factories created space for the emergence of the modern public school institution. Catholic influence in education began to decline. In the 18th century, there was a contribution to education by Jean-Jacques Rousseau, who is considered the father of modern pedagogy. The French Revolution of 1789 meant State intervention in education traditionally handed over to the Catholic Church. Napoleon's expansionist policy imposed secular, state and civil guidelines in Europe in the reorganization of education systems from 1794 onwards. In the 19th century, Pestalozzi's pedagogies emerged, as well as positivist and socialist pedagogies. In the 20th century, the educational debate involved two major theoretical currents: the New School and the Marxist conception, the first identified with capitalism and the second with socialism. The Escola Nova was the pedagogical movement with the greatest influence on education in the 20th century. In the 20th century, there were several original pedagogical innovations in developing countries, such as that carried out by Paulo Freire in Brazil. In the 21st century, in the contemporary era, education is no longer just face-to-face to also become non-face-to-face or partially face-to-face with distance learning (EAD). The great educational challenge of the future is to carry out a broad revolution in teaching, including the qualification of teachers and the structuring of teaching units to adapt to the needs imposed by technological advances.
The document discusses the history of education in Spain from the 1830s to the early 1900s. It describes the transition from liberal to moderate rule in the mid-19th century and laws like the Ley Moyano in 1857 that consolidated earlier education plans. The Instituto Libre de Enseñanza was founded in 1876 to promote secular education influenced by German philosopher Karl Krause. The institute aimed to modernize Spanish society through new pedagogical approaches and played a leading role in the development of education in Spain. In the late 19th century, Regenerationism emerged as a movement criticizing Spain's economic and social backwardness and advocating education reform to build a modern nation.
Philosophical and Sociological Foundations of Philippine Education System_PhD...Marlon Villaluz
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
The document provides historical background on the growth and development of social studies in the United States, Britain, and the Philippines. It discusses key events and organizations that influenced social studies in the US in the late 19th and early 20th centuries, including the establishment of the American Historical Association in 1884 and the American Sociology Association in 1905. It also outlines the philosophical background of social studies under the American colonial period and the new Philippine republic after independence, including objectives of social studies education and curriculum reforms over time.
Educational laws, practices, trends and issuesRamil Gallardo
This document provides an overview of the historical evolution of educational goals and objectives in the Philippines from pre-Spanish times to the present. It discusses the aims and objectives of education under different governing regimes and administrations. It also outlines the major laws related to the organization, control, personnel, curriculum, students, administration, supervision and financing of the educational system. The document indicates that the educational system has undergone several stages of development and been influenced by governing entities, with the goals generally shifting from practical skills-based learning to include national, civic and values-based objectives.
Philosophical Education in Different PeriodDaniel Bragais
The document discusses philosophical education in the Philippines during different historical periods. It covers education during the American period (1901-1941), the Japanese period (1941-1945), and after the declaration of martial law. Some key points are: the American period emphasized English education and a US-style school structure; the Japanese period focused on moral character and citizenship duties per the 1935 Constitution; and martial law-era education aimed to develop love of country and technical/vocational skills according to the 1973 Constitution.
From the Second Republic to Franco outlines the history of education in Spain from the 1930s through the Franco regime. Key events include the establishment of the Second Republic in 1931 which instituted secular education, religious freedom, and efforts to increase literacy. The right-wing CEDA government that followed in 1933 reversed many educational reforms. Under Franco, education was purged of liberal and socialist ideas and aimed to indoctrinate students with religious, moral, and patriotic principles supporting his regime. The Church gained influence over education, though the Falange movement also sought to control ideological education.
Education in Colombia developed over the 19th and 20th centuries. In the early 19th century, education was promoted to address high illiteracy rates. The 1853 constitution strengthened education and more schools were established. However, education was impacted by political conflicts and wars in the late 19th century. In the 20th century, education expanded further with new laws, though the Catholic Church maintained influence. Today, virtual learning has become widespread through new technologies and allows broader access to education.
THE CLIMB OF EDUCATION IN THE WORLD FROM PREHISTORY TO THE CONTEMPORARY ERA (...Faga1939
This article aims to present how education evolved in the world from the 18th century to the 21st century. This article represents the continuation of Part 1 of the article that addresses the evolution of education in the world from Prehistory to the 18th century. The 18th century was a landmark moment in the history of humanity because it was at this time that education was considered a right for all, there was the State's obligation to maintain schools, the right to free public education and the guarantee that public schools was not under the control of any religious creed (secularism). The 1st Industrial Revolution and the birth of factories created space for the emergence of the modern public school institution. Catholic influence in education began to decline. In the 18th century, there was a contribution to education by Jean-Jacques Rousseau, who is considered the father of modern pedagogy. The French Revolution of 1789 meant State intervention in education traditionally handed over to the Catholic Church. Napoleon's expansionist policy imposed secular, state and civil guidelines in Europe in the reorganization of education systems from 1794 onwards. In the 19th century, Pestalozzi's pedagogies emerged, as well as positivist and socialist pedagogies. In the 20th century, the educational debate involved two major theoretical currents: the New School and the Marxist conception, the first identified with capitalism and the second with socialism. The Escola Nova was the pedagogical movement with the greatest influence on education in the 20th century. In the 20th century, there were several original pedagogical innovations in developing countries, such as that carried out by Paulo Freire in Brazil. In the 21st century, in the contemporary era, education is no longer just face-to-face to also become non-face-to-face or partially face-to-face with distance learning (EAD). The great educational challenge of the future is to carry out a broad revolution in teaching, including the qualification of teachers and the structuring of teaching units to adapt to the needs imposed by technological advances.
The document discusses the history of education in Spain from the 1830s to the early 1900s. It describes the transition from liberal to moderate rule in the mid-19th century and laws like the Ley Moyano in 1857 that consolidated earlier education plans. The Instituto Libre de Enseñanza was founded in 1876 to promote secular education influenced by German philosopher Karl Krause. The institute aimed to modernize Spanish society through new pedagogical approaches and played a leading role in the development of education in Spain. In the late 19th century, Regenerationism emerged as a movement criticizing Spain's economic and social backwardness and advocating education reform to build a modern nation.
Philosophical and Sociological Foundations of Philippine Education System_PhD...Marlon Villaluz
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
The document provides historical background on the growth and development of social studies in the United States, Britain, and the Philippines. It discusses key events and organizations that influenced social studies in the US in the late 19th and early 20th centuries, including the establishment of the American Historical Association in 1884 and the American Sociology Association in 1905. It also outlines the philosophical background of social studies under the American colonial period and the new Philippine republic after independence, including objectives of social studies education and curriculum reforms over time.
Educational laws, practices, trends and issuesRamil Gallardo
This document provides an overview of the historical evolution of educational goals and objectives in the Philippines from pre-Spanish times to the present. It discusses the aims and objectives of education under different governing regimes and administrations. It also outlines the major laws related to the organization, control, personnel, curriculum, students, administration, supervision and financing of the educational system. The document indicates that the educational system has undergone several stages of development and been influenced by governing entities, with the goals generally shifting from practical skills-based learning to include national, civic and values-based objectives.
Philosophical Education in Different PeriodDaniel Bragais
The document discusses philosophical education in the Philippines during different historical periods. It covers education during the American period (1901-1941), the Japanese period (1941-1945), and after the declaration of martial law. Some key points are: the American period emphasized English education and a US-style school structure; the Japanese period focused on moral character and citizenship duties per the 1935 Constitution; and martial law-era education aimed to develop love of country and technical/vocational skills according to the 1973 Constitution.
Historical development of education pedagogyDianaAbigail3
The document summarizes the historical development of education and pedagogy. Some of the key points made include:
- The oldest known education systems taught religion and maintained cultural traditions. Thinkers like Socrates, Plato, and Aristotle in ancient Greece influenced education by aiming to prepare youth for leadership.
- In medieval times, education developed through apprenticeships or religious service, and was mostly a privilege for higher social classes. The Renaissance saw a growth in humanist educators and schools established by Protestant churches.
- Major educational theorists through the 16th-19th centuries include Comenius, Rousseau, Pestalozzi, and Friedrich Froebel who introduced kindergarten. Public school systems
The document summarizes the history and current state of higher education in Ecuador. It discusses how the Ecuadorian university system originated from Spanish colonial models and was historically conservative and exclusionary. It then outlines key challenges facing Ecuadorian universities today, including lack of funding, decreased academic quality, lack of accountability, and increased student populations without adequate regulations. The document advocates for reforms like an accreditation system and increased emphasis on research to improve quality in Ecuadorian higher education.
The document traces the historical evolution of the education system in Spain from medieval times to recent reforms. It began with a scholastic system focused on theology in universities. A liberal period in the 18th-19th centuries saw the emergence of mass education systems across Europe to serve new nation states, though Spain's development was slower. The Franco regime imposed a national Catholic system until democratic reforms in the 1980s established public education. Recent reforms have aimed to balance quality, participation, and choice within the dual public-private system.
The Dynamics of Relationship between Colonial Modernity and Education in Keralaijtsrd
The foundation of modern education was laid down in Kerala as part of the colonial discourse. It is necessary to understand the dynamics of relationship between education and colonialism. The development of education under colonial rule was to legitimize their domination and to serve their own economic needs. Education in Kerala was designed by the colonial plans. Economic, political and cultural control over the subjected society was essential for the survival of colonial rule and education was used to achieve this goal. Attempts were made to develop, through education, a new set of values and justification of the colonial rule. As a result, education of Kerala loses its traditional and independent identity and becomes subordinate to political power. Dr. Rekha P "The Dynamics of Relationship between Colonial Modernity and Education in Kerala" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59850.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/history/59850/the-dynamics-of-relationship-between-colonial-modernity-and-education-in-kerala/dr-rekha-p
Philippine Curriculum: Historical Background and DevelopmentApril Ti-in
The document discusses the historical development of the Philippine curriculum from pre-Hispanic times to the present. It describes how the curriculum was influenced by the Spanish, American, Japanese, and martial law periods. During pre-Hispanic times, education was oral and practical. The Spanish established schools but only for Spanish students. Americans established public schools and taught in English. Japan focused education on nationalism during its occupation. Current curriculum reforms include the K-12 program establishing kindergarten through senior high school.
The document summarizes the historical, legal, and philosophical bases of the Philippine education system. It traces the evolution of Philippine education from pre-colonial times through Spanish, American, Japanese, and post-WWII periods. Key points included the hybrid nature of the system reflecting colonial influences, constitutional provisions establishing education aims, and laws reforming the public school system under different administrations. The trifocal system establishing DepEd, CHED, and TESDA was a response to declining education quality.
CHAPTER 2Recent Phases of Education ReformThe previous.docxchristinemaritza
CHAPTER 2
Recent Phases of Education Reform
The previous chapter discusses the process by which education systems
became institutionalized and developed their distinctive characteristics.
The shape of the first modern education systems were developed in six
core modern nations to serve the nation-building interests of the
respective ruling classes. While these first systems differed signifi-
cantly in many features, they represented an acceptable fit (or at least
a winning accommodation of the various interests) in their respective
contexts and the issues that were salient at the time of their creation.
Over the subsequent course of development, modern education1 has
been diffused to new settings. At the risk of oversimplification, we
argue in this chapter that there have been six approaches or phases to
this diffusion, focusing on distinctive models of education develop-
ment/change.2 Five of these models are sequential: (1) the original
modern models and the colonial and neocolonial models exported by
the core nations, (2) the postcolonial centralized (or state-led develop-
ment) model(s), (3) decentralized regionalization models promoted by
multilateral agencies; (4) neoliberal decentralized–sectoral reform
models also promoted by multilateral agencies, and (5) emerging com-
munity- (and school-) based models. Finally, a sixth approach has per-
sisted throughout the period in a transformative model, an approach
that questions the dominant models of change and seeks, instead to
reform, to transform the education system and the society. We seek in
the pages below to review these models in terms of:
• Where they are most prevalent;
• How they are organized, administered, and financed;
• What the main characteristics of their education delivery are, such
as buildings, curriculum, instructional materials, teacher prepara-
tion, stress on student mastery;
PAGE 29
29
................. 11172$ $CH2 12-16-04 14:29:15 PS
30 CHAPTER 2
• What their implications are for bringing about change in develop-
ing country education systems.3
We see the evolution of models of reform as an ongoing process of
trial and error. Each new model developed in reaction to perceived
problems with the previous models. As a result, a great deal more is
known about what is less likely to work than what could be successful.
Typically, failed approaches are examined, failures diagnosed, and new
strategies adopted to overcome the limitations identified in past
approaches, but without systematic evidence—evidence which would
be counterfactual at best—that the new approach will work better. Each
dominant approach is based on the prevalent ideas at the time.4 Need-
less to say, none of the efforts has been perfect, as illustrated in chapter
4, but like all ideas, most efforts have fit best in the settings where they
were first developed and less well in other settings.
A BRIEF HISTORY OF SIX APPROACHES TO
EDUCATION REFORM
Prior to the modern era, education was prim ...
THE CLIMB OF EDUCATION IN THE WORLD FROM PREHISTORY TO THE CONTEMPORARY ERA (...Faga1939
This article is the first of two articles that address the rise of education in the world from Prehistory to the contemporary era. This article aims to present how education evolved in the world from Prehistory to the 18th century, while the second article aims to present how education evolved in the world from the 18th century to the 21st century. Two periods were considered in the rise of education in the world (from Prehistory to the 18th century and from the 18th century to the contemporary era), with the 18th century as the divider of two crucial moments in the development of education in the world. The 18th century was a landmark moment in the history of humanity because it was at this time that the Independence of the United States, the French Revolution and the Industrial Revolution in England occurred, driven by the Enlightenment as an intellectual movement in opposition to the darkness of the Middle Ages whose foundations were built on the foundations of reason and empiricism. As could not fail to happen, all these events contributed to advances in the field of education. This article analyzed the evolution of education in Prehistory, in Antiquity (8th Century BC to the 5th Century AD), in the Middle Ages (5th Century to the 15th Century) and in the Modern Age (15th Century to the 18th Century). The next article will analyze the evolution of education in the 18th Century (1701 to 1800), 19th Century (1801 to 1900), 20th Century (1901 to 2000) and 21st Century (2001 to the present).
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
Pawaon historical background of ph curriculumLovelyJoyPawaon
This document provides an overview of the historical development of curriculum in the Philippines and United States. It outlines the major periods and influences in each country, including the Spanish and American occupations in the Philippines from 1521-1898 and 1899-1935. In the US, it describes the Evolutionary, Modern, and Post-Modern eras of education, noting key thinkers like Mann, Rousseau, Pestalozzi, Froebel, and Herbart who influenced curriculum approaches. The document establishes that Philippine education was shaped primarily by Spanish and American systems over several centuries.
The Philippine Education Through the Years.pdfJenevieveUmayam
This document provides a historical overview of the development of education in the Philippines from the pre-colonial period through Spanish colonial rule, the American period, and independence. It discusses how education was decentralized pre-colonially and then established by Spanish missionaries. The 1863 decree created a free public education system, and American rule further standardized schools. The system continued to develop through changes in government over the 20th century.
The Philippine educational system is patterned after the American system with four main stages: pre-primary, primary, secondary, and college education. It typically takes 12-16 years to complete depending on the degree pursued. The system has its roots in colonialism, with Spanish and American colonizers utilizing education to mold loyal subjects and instill their language and values. It remains influenced by foreign powers through policies promoted by international organizations that prioritize technical training to produce laborers for global markets over developing a national education system.
Historical perspective of the philippine educational systemGwenitz Ashly
The Philippine educational system has undergone major changes throughout history. During pre-Spanish times, education was informal and focused on vocational skills. When Spain colonized the Philippines, they replaced tribal tutors with Spanish missionaries and made education religion-focused and only for the elite. Several reforms gradually liberalized access to education. When the US took control after the Spanish-American War, they established a free public school system using English as the medium of instruction. The system grew to include high schools, technical schools, and the University of the Philippines. Reforms in the 20th century established departments of education and further restructured the system to focus on basic, technical/vocational, and higher education.
The document discusses the history, culture, economy, trade, education, and politics of Brazil and Mexico. It provides details on early civilizations and historical periods in both countries. Key points include:
- Brazil and Mexico have long histories dating back thousands of years with many indigenous civilizations. Both gained independence from European powers in the early 19th century.
- The economies are dependent on agriculture, mining, manufacturing and services. Trade is an important part of increasing GDP and exports.
- Education systems aim to strengthen fundamentals and provide universal primary education with opportunities for higher education.
- Politics are shaped by federal governments and both countries are emerging as most developed in Latin America. Culture is influenced by festivals, religion,
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Social Structure And Human Social Life
Before the 18th century, there were no systems of public education, which were paid by taxation, remained compulsory to everybody and were free in terms of delivery. This revolutionary idea was conceived in the intellectual culture of the enlightenment and in the economic circumstances of the industrial revolution. Due to widespread misconception that working class offspring s are not able to learn or could benefit from education, what was influenced by economic interests of the time, speculations in regards to social structure and human social life start to appear (Ken Robinson 2008 n.p.). Education had series of reforms before it obtained its current form. Through the time, national curriculum broadened as additional subjects and qualifications were added e.g. politics or introduction of Tripartite Education in 1944. Also, initial pattern of having different curriculum for boys and girls has changed. Nevertheless, despite all the alterations, key functions of education remained. Developing socialisation abilities, academic knowledge, job skills and cultural understanding is the aim of contemporary comprehensive curriculum in almost all countries in the world. Yet, education sphere is not without flaws, many sociologists are in debates trying to resolve issues of alienation, class conflict, gender and ethnicity as well as improve vocationalism and lifelong learning practices.
China has the largest education system in the world, with over 9 million students taking the National Higher Education Entrance Examination annually. Education accounts for about 4% of China's GDP. Confucianism has had a significant influence on China's education system throughout history. Education was originally only available to elites but expanded over time. Today, China has a compulsory 9-year education system and over 20% of college-age students attend higher education. The education system includes kindergarten, primary, secondary, vocational, and university levels.
1. Education in the Philippines underwent changes from informal teaching by parents before Spanish colonization to a formal system established by Spanish friars to teach Christianity and convert natives.
2. The Spanish established the first formal schools called parochial schools to teach religion, reading, writing and practical skills. They prioritized educating children over adults.
3. The 1863 Education Decree required towns to establish free primary schools for boys and girls and teacher training schools, expanding access to education. However, the Spanish and friars still tightly controlled the educational system and curriculum.
The document traces the historical development of education and pedagogy from ancient times to modern times. It discusses how pedagogy emerged to systematize and theorize about education. Key developments included ancient Greek and Roman education systems, medieval universities established by the church, humanism during the Renaissance, and modern reforms introducing new teaching methods. Contemporary thinkers like Montessori, Dewey, Piaget, Vygotsky, and Freire further advanced constructivist and critical pedagogies.
The document provides a summary of the history of education from preliterate societies to the 20th century. It covers several topics including education in ancient Africa/Asia, Greece, India, and during periods like the Renaissance, Reformation, Enlightenment, and 19th century. It also discusses key figures like Pestalozzi, Herbart, and educational developments like the printing press and universities/schools in ancient India and their various courses of study.
L’EFFONDREMENT DE LA MONDIALISATION CONTEMPORAINE ET L’AVENIR DE L’ÉCONOMIE M...Faga1939
Cet article vise à démontrer que la mondialisation contemporaine se dirige rapidement vers l’effondrement et à proposer de nouvelles orientations pour l’avenir de l’économie mondiale. Les signes de l'effondrement de la mondialisation économique et financière contemporaine apparaissaient déjà dès 2010 lorsque le rapport entre les exportations mondiales et le PIB mondial a chuté d'environ 12 %, un déclin jamais vu depuis les années 1970. Les signes de l’effondrement de la mondialisation contemporaine se manifeste également par la tendance à la baisse du taux de profit mondial, la baisse du taux de profit aux États-Unis et la baisse du taux de croissance du produit mondial brut. Si la tendance à la baisse du taux de profit se maintient, le taux de profit du système capitaliste mondial tendrait vers zéro en 2037. Si la tendance à la baisse du taux de profit aux États-Unis se maintient, le taux de profit aux États-Unis atteindra valeur nulle en 2043. Si la tendance à la baisse du taux de croissance du produit mondial brut se maintient, ce taux atteindra la valeur zéro en 2053. Ces estimations ont été obtenues sur la base de la méthode statistique des moindres carrés. Il est conclu que le système capitaliste mondial deviendra non viable au milieu du 21e siècle (2037, 2043 ou 2053), lorsque le processus d’accumulation du capital cessera et que les taux de profit et de croissance de l’économie mondiale atteindront une valeur nulle. Face à l’échec et à l’effondrement de la mondialisation contemporaine, il est urgent de construire une nouvelle mondialisation avec un keynésianisme mondial et un gouvernement mondial pour ordonner l’économie mondiale. La politique économique keynésienne adoptée dans chaque pays et au niveau mondial et l'existence d'un gouvernement mondial sont les solutions pour faire face à l'effondrement de la mondialisation contemporaine et éliminer le chaos qui caractérise l'économie mondiale. Face à l’échec du néolibéralisme et à son incapacité à faire face à la crise mondiale du capitalisme, le keynésianisme pourrait être la solution à condition qu’il soit appliqué dans chaque pays et à l’échelle mondiale, c’est-à-dire qu’il opère dans la planification économique, et pas seulement au niveau national pour obtenir la stabilité économique et le plein emploi des facteurs dans chaque pays, mais aussi au niveau mondial pour éliminer le chaos économique mondial qui prévaut actuellement avec le néolibéralisme. Avec le keynésianisme dans chaque pays et à l’échelle mondiale, il y aurait une coordination des politiques économiques keynésiennes au niveau planétaire qui ne pourrait être réalisée qu’avec l’existence d’un gouvernement mondial.
JUSQU’À QUAND LE MASSACRE DU GOUVERNEMENT ISRAÉLIEN À GAZA CONTINUERA-T-IL.pdfFaga1939
Combien de temps encore les gouvernements des pays épris de paix resteront-ils passifs devant les crimes de guerre et les crimes contre l’humanité commis par le gouvernement israélien ? Combien de temps encore les gouvernements des pays arabes assisteront-ils au massacre israélien dans la bande de Gaza sans prendre aucune mesure concrète pour mettre fin à l’action belliciste du gouvernement israélien ? Combien de temps encore les Juifs épris de paix en Israël et dans le monde continueront-ils à assister passivement au massacre israélien dans la bande de Gaza, soutenant les crimes de guerre et les crimes contre l’humanité commis par le gouvernement Netanyahu ? Il est important de noter qu’Israël ne pourra exister que s’il est accepté par les peuples vivant en Palestine et dans le monde arabe. Israël ne pourra exister que si le gouvernement Netanyahu est remplacé par un gouvernement démocratique capable de dialoguer avec les Palestiniens de la région.
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The document summarizes the historical development of education and pedagogy. Some of the key points made include:
- The oldest known education systems taught religion and maintained cultural traditions. Thinkers like Socrates, Plato, and Aristotle in ancient Greece influenced education by aiming to prepare youth for leadership.
- In medieval times, education developed through apprenticeships or religious service, and was mostly a privilege for higher social classes. The Renaissance saw a growth in humanist educators and schools established by Protestant churches.
- Major educational theorists through the 16th-19th centuries include Comenius, Rousseau, Pestalozzi, and Friedrich Froebel who introduced kindergarten. Public school systems
The document summarizes the history and current state of higher education in Ecuador. It discusses how the Ecuadorian university system originated from Spanish colonial models and was historically conservative and exclusionary. It then outlines key challenges facing Ecuadorian universities today, including lack of funding, decreased academic quality, lack of accountability, and increased student populations without adequate regulations. The document advocates for reforms like an accreditation system and increased emphasis on research to improve quality in Ecuadorian higher education.
The document traces the historical evolution of the education system in Spain from medieval times to recent reforms. It began with a scholastic system focused on theology in universities. A liberal period in the 18th-19th centuries saw the emergence of mass education systems across Europe to serve new nation states, though Spain's development was slower. The Franco regime imposed a national Catholic system until democratic reforms in the 1980s established public education. Recent reforms have aimed to balance quality, participation, and choice within the dual public-private system.
The Dynamics of Relationship between Colonial Modernity and Education in Keralaijtsrd
The foundation of modern education was laid down in Kerala as part of the colonial discourse. It is necessary to understand the dynamics of relationship between education and colonialism. The development of education under colonial rule was to legitimize their domination and to serve their own economic needs. Education in Kerala was designed by the colonial plans. Economic, political and cultural control over the subjected society was essential for the survival of colonial rule and education was used to achieve this goal. Attempts were made to develop, through education, a new set of values and justification of the colonial rule. As a result, education of Kerala loses its traditional and independent identity and becomes subordinate to political power. Dr. Rekha P "The Dynamics of Relationship between Colonial Modernity and Education in Kerala" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59850.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/history/59850/the-dynamics-of-relationship-between-colonial-modernity-and-education-in-kerala/dr-rekha-p
Philippine Curriculum: Historical Background and DevelopmentApril Ti-in
The document discusses the historical development of the Philippine curriculum from pre-Hispanic times to the present. It describes how the curriculum was influenced by the Spanish, American, Japanese, and martial law periods. During pre-Hispanic times, education was oral and practical. The Spanish established schools but only for Spanish students. Americans established public schools and taught in English. Japan focused education on nationalism during its occupation. Current curriculum reforms include the K-12 program establishing kindergarten through senior high school.
The document summarizes the historical, legal, and philosophical bases of the Philippine education system. It traces the evolution of Philippine education from pre-colonial times through Spanish, American, Japanese, and post-WWII periods. Key points included the hybrid nature of the system reflecting colonial influences, constitutional provisions establishing education aims, and laws reforming the public school system under different administrations. The trifocal system establishing DepEd, CHED, and TESDA was a response to declining education quality.
CHAPTER 2Recent Phases of Education ReformThe previous.docxchristinemaritza
CHAPTER 2
Recent Phases of Education Reform
The previous chapter discusses the process by which education systems
became institutionalized and developed their distinctive characteristics.
The shape of the first modern education systems were developed in six
core modern nations to serve the nation-building interests of the
respective ruling classes. While these first systems differed signifi-
cantly in many features, they represented an acceptable fit (or at least
a winning accommodation of the various interests) in their respective
contexts and the issues that were salient at the time of their creation.
Over the subsequent course of development, modern education1 has
been diffused to new settings. At the risk of oversimplification, we
argue in this chapter that there have been six approaches or phases to
this diffusion, focusing on distinctive models of education develop-
ment/change.2 Five of these models are sequential: (1) the original
modern models and the colonial and neocolonial models exported by
the core nations, (2) the postcolonial centralized (or state-led develop-
ment) model(s), (3) decentralized regionalization models promoted by
multilateral agencies; (4) neoliberal decentralized–sectoral reform
models also promoted by multilateral agencies, and (5) emerging com-
munity- (and school-) based models. Finally, a sixth approach has per-
sisted throughout the period in a transformative model, an approach
that questions the dominant models of change and seeks, instead to
reform, to transform the education system and the society. We seek in
the pages below to review these models in terms of:
• Where they are most prevalent;
• How they are organized, administered, and financed;
• What the main characteristics of their education delivery are, such
as buildings, curriculum, instructional materials, teacher prepara-
tion, stress on student mastery;
PAGE 29
29
................. 11172$ $CH2 12-16-04 14:29:15 PS
30 CHAPTER 2
• What their implications are for bringing about change in develop-
ing country education systems.3
We see the evolution of models of reform as an ongoing process of
trial and error. Each new model developed in reaction to perceived
problems with the previous models. As a result, a great deal more is
known about what is less likely to work than what could be successful.
Typically, failed approaches are examined, failures diagnosed, and new
strategies adopted to overcome the limitations identified in past
approaches, but without systematic evidence—evidence which would
be counterfactual at best—that the new approach will work better. Each
dominant approach is based on the prevalent ideas at the time.4 Need-
less to say, none of the efforts has been perfect, as illustrated in chapter
4, but like all ideas, most efforts have fit best in the settings where they
were first developed and less well in other settings.
A BRIEF HISTORY OF SIX APPROACHES TO
EDUCATION REFORM
Prior to the modern era, education was prim ...
THE CLIMB OF EDUCATION IN THE WORLD FROM PREHISTORY TO THE CONTEMPORARY ERA (...Faga1939
This article is the first of two articles that address the rise of education in the world from Prehistory to the contemporary era. This article aims to present how education evolved in the world from Prehistory to the 18th century, while the second article aims to present how education evolved in the world from the 18th century to the 21st century. Two periods were considered in the rise of education in the world (from Prehistory to the 18th century and from the 18th century to the contemporary era), with the 18th century as the divider of two crucial moments in the development of education in the world. The 18th century was a landmark moment in the history of humanity because it was at this time that the Independence of the United States, the French Revolution and the Industrial Revolution in England occurred, driven by the Enlightenment as an intellectual movement in opposition to the darkness of the Middle Ages whose foundations were built on the foundations of reason and empiricism. As could not fail to happen, all these events contributed to advances in the field of education. This article analyzed the evolution of education in Prehistory, in Antiquity (8th Century BC to the 5th Century AD), in the Middle Ages (5th Century to the 15th Century) and in the Modern Age (15th Century to the 18th Century). The next article will analyze the evolution of education in the 18th Century (1701 to 1800), 19th Century (1801 to 1900), 20th Century (1901 to 2000) and 21st Century (2001 to the present).
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
Pawaon historical background of ph curriculumLovelyJoyPawaon
This document provides an overview of the historical development of curriculum in the Philippines and United States. It outlines the major periods and influences in each country, including the Spanish and American occupations in the Philippines from 1521-1898 and 1899-1935. In the US, it describes the Evolutionary, Modern, and Post-Modern eras of education, noting key thinkers like Mann, Rousseau, Pestalozzi, Froebel, and Herbart who influenced curriculum approaches. The document establishes that Philippine education was shaped primarily by Spanish and American systems over several centuries.
The Philippine Education Through the Years.pdfJenevieveUmayam
This document provides a historical overview of the development of education in the Philippines from the pre-colonial period through Spanish colonial rule, the American period, and independence. It discusses how education was decentralized pre-colonially and then established by Spanish missionaries. The 1863 decree created a free public education system, and American rule further standardized schools. The system continued to develop through changes in government over the 20th century.
The Philippine educational system is patterned after the American system with four main stages: pre-primary, primary, secondary, and college education. It typically takes 12-16 years to complete depending on the degree pursued. The system has its roots in colonialism, with Spanish and American colonizers utilizing education to mold loyal subjects and instill their language and values. It remains influenced by foreign powers through policies promoted by international organizations that prioritize technical training to produce laborers for global markets over developing a national education system.
Historical perspective of the philippine educational systemGwenitz Ashly
The Philippine educational system has undergone major changes throughout history. During pre-Spanish times, education was informal and focused on vocational skills. When Spain colonized the Philippines, they replaced tribal tutors with Spanish missionaries and made education religion-focused and only for the elite. Several reforms gradually liberalized access to education. When the US took control after the Spanish-American War, they established a free public school system using English as the medium of instruction. The system grew to include high schools, technical schools, and the University of the Philippines. Reforms in the 20th century established departments of education and further restructured the system to focus on basic, technical/vocational, and higher education.
The document discusses the history, culture, economy, trade, education, and politics of Brazil and Mexico. It provides details on early civilizations and historical periods in both countries. Key points include:
- Brazil and Mexico have long histories dating back thousands of years with many indigenous civilizations. Both gained independence from European powers in the early 19th century.
- The economies are dependent on agriculture, mining, manufacturing and services. Trade is an important part of increasing GDP and exports.
- Education systems aim to strengthen fundamentals and provide universal primary education with opportunities for higher education.
- Politics are shaped by federal governments and both countries are emerging as most developed in Latin America. Culture is influenced by festivals, religion,
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Social Structure And Human Social Life
Before the 18th century, there were no systems of public education, which were paid by taxation, remained compulsory to everybody and were free in terms of delivery. This revolutionary idea was conceived in the intellectual culture of the enlightenment and in the economic circumstances of the industrial revolution. Due to widespread misconception that working class offspring s are not able to learn or could benefit from education, what was influenced by economic interests of the time, speculations in regards to social structure and human social life start to appear (Ken Robinson 2008 n.p.). Education had series of reforms before it obtained its current form. Through the time, national curriculum broadened as additional subjects and qualifications were added e.g. politics or introduction of Tripartite Education in 1944. Also, initial pattern of having different curriculum for boys and girls has changed. Nevertheless, despite all the alterations, key functions of education remained. Developing socialisation abilities, academic knowledge, job skills and cultural understanding is the aim of contemporary comprehensive curriculum in almost all countries in the world. Yet, education sphere is not without flaws, many sociologists are in debates trying to resolve issues of alienation, class conflict, gender and ethnicity as well as improve vocationalism and lifelong learning practices.
China has the largest education system in the world, with over 9 million students taking the National Higher Education Entrance Examination annually. Education accounts for about 4% of China's GDP. Confucianism has had a significant influence on China's education system throughout history. Education was originally only available to elites but expanded over time. Today, China has a compulsory 9-year education system and over 20% of college-age students attend higher education. The education system includes kindergarten, primary, secondary, vocational, and university levels.
1. Education in the Philippines underwent changes from informal teaching by parents before Spanish colonization to a formal system established by Spanish friars to teach Christianity and convert natives.
2. The Spanish established the first formal schools called parochial schools to teach religion, reading, writing and practical skills. They prioritized educating children over adults.
3. The 1863 Education Decree required towns to establish free primary schools for boys and girls and teacher training schools, expanding access to education. However, the Spanish and friars still tightly controlled the educational system and curriculum.
The document traces the historical development of education and pedagogy from ancient times to modern times. It discusses how pedagogy emerged to systematize and theorize about education. Key developments included ancient Greek and Roman education systems, medieval universities established by the church, humanism during the Renaissance, and modern reforms introducing new teaching methods. Contemporary thinkers like Montessori, Dewey, Piaget, Vygotsky, and Freire further advanced constructivist and critical pedagogies.
The document provides a summary of the history of education from preliterate societies to the 20th century. It covers several topics including education in ancient Africa/Asia, Greece, India, and during periods like the Renaissance, Reformation, Enlightenment, and 19th century. It also discusses key figures like Pestalozzi, Herbart, and educational developments like the printing press and universities/schools in ancient India and their various courses of study.
Semelhante a THE EVOLUTION OF EDUCATION IN BRAZIL THROUGHOUT HISTORY AND THE REQUIREMENTS FOR ITS FUTURE DEVELOPMENT.pdf (20)
L’EFFONDREMENT DE LA MONDIALISATION CONTEMPORAINE ET L’AVENIR DE L’ÉCONOMIE M...Faga1939
Cet article vise à démontrer que la mondialisation contemporaine se dirige rapidement vers l’effondrement et à proposer de nouvelles orientations pour l’avenir de l’économie mondiale. Les signes de l'effondrement de la mondialisation économique et financière contemporaine apparaissaient déjà dès 2010 lorsque le rapport entre les exportations mondiales et le PIB mondial a chuté d'environ 12 %, un déclin jamais vu depuis les années 1970. Les signes de l’effondrement de la mondialisation contemporaine se manifeste également par la tendance à la baisse du taux de profit mondial, la baisse du taux de profit aux États-Unis et la baisse du taux de croissance du produit mondial brut. Si la tendance à la baisse du taux de profit se maintient, le taux de profit du système capitaliste mondial tendrait vers zéro en 2037. Si la tendance à la baisse du taux de profit aux États-Unis se maintient, le taux de profit aux États-Unis atteindra valeur nulle en 2043. Si la tendance à la baisse du taux de croissance du produit mondial brut se maintient, ce taux atteindra la valeur zéro en 2053. Ces estimations ont été obtenues sur la base de la méthode statistique des moindres carrés. Il est conclu que le système capitaliste mondial deviendra non viable au milieu du 21e siècle (2037, 2043 ou 2053), lorsque le processus d’accumulation du capital cessera et que les taux de profit et de croissance de l’économie mondiale atteindront une valeur nulle. Face à l’échec et à l’effondrement de la mondialisation contemporaine, il est urgent de construire une nouvelle mondialisation avec un keynésianisme mondial et un gouvernement mondial pour ordonner l’économie mondiale. La politique économique keynésienne adoptée dans chaque pays et au niveau mondial et l'existence d'un gouvernement mondial sont les solutions pour faire face à l'effondrement de la mondialisation contemporaine et éliminer le chaos qui caractérise l'économie mondiale. Face à l’échec du néolibéralisme et à son incapacité à faire face à la crise mondiale du capitalisme, le keynésianisme pourrait être la solution à condition qu’il soit appliqué dans chaque pays et à l’échelle mondiale, c’est-à-dire qu’il opère dans la planification économique, et pas seulement au niveau national pour obtenir la stabilité économique et le plein emploi des facteurs dans chaque pays, mais aussi au niveau mondial pour éliminer le chaos économique mondial qui prévaut actuellement avec le néolibéralisme. Avec le keynésianisme dans chaque pays et à l’échelle mondiale, il y aurait une coordination des politiques économiques keynésiennes au niveau planétaire qui ne pourrait être réalisée qu’avec l’existence d’un gouvernement mondial.
JUSQU’À QUAND LE MASSACRE DU GOUVERNEMENT ISRAÉLIEN À GAZA CONTINUERA-T-IL.pdfFaga1939
Combien de temps encore les gouvernements des pays épris de paix resteront-ils passifs devant les crimes de guerre et les crimes contre l’humanité commis par le gouvernement israélien ? Combien de temps encore les gouvernements des pays arabes assisteront-ils au massacre israélien dans la bande de Gaza sans prendre aucune mesure concrète pour mettre fin à l’action belliciste du gouvernement israélien ? Combien de temps encore les Juifs épris de paix en Israël et dans le monde continueront-ils à assister passivement au massacre israélien dans la bande de Gaza, soutenant les crimes de guerre et les crimes contre l’humanité commis par le gouvernement Netanyahu ? Il est important de noter qu’Israël ne pourra exister que s’il est accepté par les peuples vivant en Palestine et dans le monde arabe. Israël ne pourra exister que si le gouvernement Netanyahu est remplacé par un gouvernement démocratique capable de dialoguer avec les Palestiniens de la région.
ATÉ QUANDO VAI CONTINUAR O MASSACRE DO GOVERNO ISRAEELENSE EM GAZA.pdfFaga1939
Até quando os governos dos países amantes da paz assistirão passivamente os crimes de guerra e contra a humanidade praticados pelo governo de Israel? Até quando os governos dos países árabes ficarão assistindo o massacre israelense na Faixa de Gaza sem nenhuma atitude concreta para cessar a ação belicista do governo israelense? Até quando os judeus amantes da paz em Israel e no mundo continuarão assistindo passivamente o massacre israelense na Faixa de Gaza apoiando os crimes de guerra e contra a humanidade praticados pelo governo Netanyahu? É importante observar que Israel só terá condições de existir se for aceita pelos povos que vivem na Palestina e no mundo árabe. Israel só terá condições de existir se houver a substituição do governo Netanyahu por um governo democrático capaz de dialogar com os palestinos na região.
ENERGY PRODUCTION AND CONSUMPTION FROM PREHISTORY TO THE CONTEMPORARY ERA AND...Faga1939
This article aims to present how the evolution of energy consumption and production occurred from prehistoric times to current times, as well as proposing the future of energy required for the world. From prehistory until the 18th century, the use of renewable energy sources such as wood, wind and hydraulic energy predominated. From the 18th century until the contemporary era, fossil fuels predominated with coal and oil, but their use will probably come to an end from the 21st century onwards to avoid catastrophic global climate change resulting from their use by emitting greenhouse gases responsible for the global warming. With the end of the era of fossil fuels will come the era of renewable energy sources when the use of hydroelectric energy, solar energy, wind energy, tidal energy, wave energy, geothermal energy, biomass energy and hydrogen energy will prevail. There is no doubt that human activities on Earth cause changes in the environment in which we live. Many of these environmental impacts come from the generation, handling and use of energy using fossil fuels. The main reason for the existence of these environmental impacts lies in the fact that global consumption of primary energy from non-renewable sources (oil, coal, natural gas and nuclear) corresponds to approximately 88% of the total, with only 12% coming from renewable sources. Regardless of the various solutions that may be adopted to eliminate or mitigate the causes of the greenhouse effect, the most important action is, without a doubt, the adoption of measures that contribute to the elimination or reduction of the consumption of fossil fuels in energy production, as well as as well as for its more efficient use in transport, industry, agriculture and cities (residences and commerce), given that the use and production of energy are responsible for 57% of greenhouse gases emitted by human activity. In this sense, it is essential to implement a sustainable energy system in the world. In a sustainable energy system, the global energy matrix should only rely on clean and renewable energy sources (hydroelectric, solar, wind, hydrogen, geothermal, tidal, wave and biomass), and should therefore not rely on the use fossil fuels (oil, coal and natural gas).
PRODUÇÃO E CONSUMO DE ENERGIA DA PRÉ-HISTÓRIA À ERA CONTEMPORÂNEA E SUA EVOLU...Faga1939
Este artigo tem por objetivo apresentar como ocorreu a evolução do consumo e da produção de energia desde a pré-história até os tempos atuais, bem como propor o futuro da energia requerido para o mundo. Da pré-história até o século XVIII predominou o uso de fontes renováveis de energia como a madeira, o vento e a energia hidráulica. Do século XVIII até a era contemporânea, os combustíveis fósseis predominaram com o carvão e o petróleo, mas seu uso chegará ao fim provavelmente a partir do século XXI para evitar a mudança climática catastrófica global resultante de sua utilização ao emitir gases do efeito estufa responsáveis pelo aquecimento global. Com o fim da era dos combustíveis fósseis virá a era das fontes renováveis de energia quando prevalecerá a utilização da energia hidrelétrica, energia solar, energia eólica, energia das marés, energia das ondas, energia geotérmica, energia da biomassa e energia do hidrogênio. Não existem dúvidas de que as atividades humanas sobre a Terra provocam alterações no meio ambiente em que vivemos. Muitos destes impactos ambientais são provenientes da geração, manuseio e uso da energia com o uso de combustíveis fósseis. A principal razão para a existência desses impactos ambientais reside no fato de que o consumo mundial de energia primária proveniente de fontes não renováveis (petróleo, carvão, gás natural e nuclear) corresponde a aproximadamente 88% do total, cabendo apenas 12% às fontes renováveis. Independentemente das várias soluções que venham a ser adotadas para eliminar ou mitigar as causas do efeito estufa, a mais importante ação é, sem dúvidas, a adoção de medidas que contribuam para a eliminação ou redução do consumo de combustíveis fósseis na produção de energia, bem como para seu uso mais eficiente nos transportes, na indústria, na agropecuária e nas cidades (residências e comércio), haja vista que o uso e a produção de energia são responsáveis por 57% dos gases de estufa emitidos pela atividade humana. Neste sentido, é imprescindível a implantação de um sistema de energia sustentável no mundo. Em um sistema de energia sustentável, a matriz energética mundial só deveria contar com fontes de energia limpa e renováveis (hidroelétrica, solar, eólica, hidrogênio, geotérmica, das marés, das ondas e biomassa), não devendo contar, portanto, com o uso dos combustíveis fósseis (petróleo, carvão e gás natural).
LA LOI DE L'ENTROPIE ET LA CONQUÊTE DE L'IMMORTALITÉ DE L'ÊTRE HUMAIN.pdfFaga1939
Cet article vise à analyser les possibilités d'atteindre l'immortalité humaine face à l'obstacle que représente la loi de l'entropie qui mesure le degré de désordre dans un système. L'entropie dans les systèmes biologiques, par exemple, s'explique lorsqu'un être vivant, lorsqu'il effectue un travail, une partie de la chaleur produite maintient son corps au chaud, mais une grande partie se dissipe dans l'environnement qui l'entoure, provoquant une grande fraction de l’énergie provenant de ses sources de combustible à transformer en chaleur. L'effet net du processus originel (diminution de l'entropie de l'être vivant) et du transfert d'énergie (augmentation de l'entropie dans l'environnement extérieur) est une augmentation générale de l'entropie de l'Univers. Tout le monde s’accorde à dire que grâce à l’entropie, le désordre de la vie se produit, les galaxies s’enfonçant dans des trous noirs, les étoiles se transformant en poussière de carbone, les moteurs de voitures et d’avions s’usant et vieillissant nous conduisant à la mort. En juin 2019, une équipe de scientifiques de l'Université technique de Munich et de l'Institut Max Planck de physique et de systèmes complexes a annoncé qu'une exception à cette règle universelle avait été trouvée dans le mystérieux monde quantique avec le phénomène de « quasi-particule » qui se produit. dans une série de cycles sans fin, les rendant en fait immortels. Ce fait continue de stimuler les discussions sur un ancien désir humain : l’immortalité du corps humain. Dans le passé, l’homme cherchait à vaincre la mort à travers les religions. À l’époque contemporaine, les gens ont commencé à croire qu’il serait possible de vaincre la mort grâce à l’utilisation de la science et de la technologie. L’année 2045 marquera le début d’une ère dans laquelle la médecine pourra offrir à l’humanité la possibilité de vivre une époque jamais vue dans l’histoire. Nous ne serons qu’à quelques pas de l’immortalité. Compte tenu de la rapidité des innovations, une personne née en 2050 aura 95 % de chances de vivre mille ans. Tous ces efforts visant à atteindre l’immortalité parviendront-ils à vaincre les forces imposées par la loi de l’entropie ? Dans quelle mesure l’immortalité des « quasi-particules » peut-elle contribuer à rendre les êtres humains immortels ? Dans quelle mesure la science et la technologie contribueront-elles à l’obtention de l’immortalité des êtres humains ?
THE LAW OF ENTROPY AND THE ACHIEVEMENT OF HUMAN BEING IMMORTALITY.pdfFaga1939
This article aims to analyze the possibilities of achieving human immortality in the face of the obstacle represented by the law of entropy that measures the degree of disorder in a system. Entropy in biological systems, for example, is explained when a living being, when performing work, part of the heat produced keeps its body warm, but a large part dissipates in the environment around it, causing a large fraction of the energy of its fuel sources are transformed into heat. The net effect of the original process (decrease in the entropy of the living being) and the transfer of energy (increase in entropy in the external environment) is a general increase in the entropy of the Universe. Everyone agrees that thanks to entropy, the disorder of life occurs, with galaxies sinking into black holes, stars turning into carbon dust, car and airplane engines wearing out and aging leading us to death. In June 2019, a team of scientists from the Technical University of Munich and the Max Planck Institute for Physics and Complex Systems announced that an exception to this universal rule had been found in the mysterious quantum world with the “quasi-particle” phenomenon that occurs in a series of endless cycles, making them, in fact, immortal. This fact continues to stimulate discussions about an ancient human desire: the immortality of the human body. In the past, man sought to overcome death through religions. In the contemporary era, people began to believe that it would be possible to overcome death through the use of science and technology. The year 2045 will mark the beginning of an era in which medicine will be able to offer humanity the possibility of living for a time never seen in history. We will be just a few steps away from immortality. Considering the speed of innovations, a person born in 2050 will have a 95% chance of living a thousand years. Will all this effort aimed at achieving immortality be able to overcome the forces imposed by the law of entropy? To what extent can the immortality of “quasi-particles” contribute to making human beings immortal? To what extent will science and technology contribute to the achievement of immortality for human beings?
A LEI DA ENTROPIA E A CONQUISTA DA IMORTALIDADE DO SER HUMANO.pdfFaga1939
Este artigo tem por objetivo analisar as possibilidades de conquista da imortalidade do ser humano diante do obstáculo representado pela lei da entropia que mede o grau de desordem de um sistema. A entropia nos sistemas biológicos, por exemplo, se explica quando o ser vivo, ao realizar trabalho, parte do calor produzido conserva seu corpo aquecido, mas uma grande parte se dissipa no ambiente a seu redor, fazendo com que uma grande fração da energia de suas fontes de combustíveis seja transformada em calor. O efeito líquido do processo original (diminuição da entropia do ser vivo) e a transferência de energia (aumento de entropia no meio exterior) é um aumento geral na entropia do Universo. Todos concordam que graças à entropia, ocorre a desordem da vida, com as galáxias afundando em buracos negros, as estrelas virando poeira de carbono, motores de carros e aviões se desgastando e o envelhecimento nos encaminhando à morte. Em junho de 2019, uma equipe de cientistas da Universidade Técnica de Munique e do Instituto Max Planck de Física e Sistemas Complexos anunciou que foi encontrada uma exceção à esta regra universal no misterioso mundo quântico com o fenômeno das “quase-partículas” que ocorre numa série de ciclos intermináveis, tornando-as, de fato, imortais. O fato não deixa de estimular discussões sobre um milenar desejo humano: a imortalidade do corpo humano. No passado, o homem procurava superar a morte através das religiões. Na era contemporânea, passou-se a acreditar que seria possível vencer a morte com o uso da ciência e da tecnologia. O ano de 2045 marcará o início de uma era em que a medicina poderá oferecer à humanidade a possibilidade de viver por um tempo jamais visto na história. Estaremos a poucos passos da imortalidade. Considerando a rapidez das inovações, uma pessoa nascida em 2050 terá 95% de chance de viver mil anos. Todo este esforço voltado para a conquista da imortalidade será capaz de vencer as forças impostas pela lei da entropia? Até que ponto a imortalidade das “quase-partículas” poderá contribuir para tornar os seres humanos imortais? Até que ponto a ciência e a tecnologia contribuirão para a conquista da imortalidade dos seres humanos?
PEACE BETWEEN ISRAEL AND PALESTINE REQUIRES EXTREMISTS OUT OF POWER AND RESTR...Faga1939
This article aims to demonstrate the need for Israeli and Palestinian extremists to be removed from power and for the UN to be restructured so that there is peace between Israel and Palestine. The construction of peace can only happen in the Palestine region if the Jewish people in Israel and throughout the world, as well as the Palestinians, politically repel the extremists who exercise power in their territories and establish governments that seek conciliation between the Jewish and Palestinian peoples. It can be said that there is only one solution to the conflict between Palestine and Israel: on the one hand, Israel needs to accept the constitution of the Palestinian State, seek a fair and negotiated solution regarding Jerusalem and the fate of Palestinian refugees and end the settlements Jews in the West Bank and, on the other, Palestinians need to recognize the State of Israel because neither Palestinians nor Israelis can impose their will on each other. Neither the right-wing extremists who govern Israel nor the Palestinian extremist groups will be able to impose their will by force of arms in Palestine. It is unlikely that the conflict between Palestinians and Jews will be resolved today because existing international institutions are not capable of building a negotiated solution to the conflict between these two peoples and between Israel, Iran and the Arab countries. This means that there is an urgent need to restructure the international system to resolve the conflict between Israel and Palestine, between Russia and Ukraine and all international conflicts that may occur in the future. The time has come for humanity to promote the construction of world peace and to exercise control over its destiny. To achieve these objectives, it is urgent to restructure the UN with a view to transforming it into a democratic government of the world that constitutes the only means of survival for the human species.
PAZ ENTRE ISRAEL E PALESTINA EXIGE EXTREMISTAS FORA DO PODER E REESTRUTURAÇÃO...Faga1939
Este artigo tem por objetivo demonstrar a necessidade de que extremistas israelenses e palestinos sejam colocados fora do poder e haja a reestruturação da ONU para que haja paz entre Israel e Palestina. A construção da paz só poderá acontecer na região da Palestina se o povo judeu em Israel e no mundo inteiro, bem como os palestinos repelirem politicamente os extremistas que exercem o poder em seus territórios e constituírem governos que busquem a conciliação entre os povos judeu e palestino. Pode-se afirmar que só há uma solução para o conflito entre Palestina e Israel: de um lado, Israel precisa aceitar a constituição do Estado palestino, buscar uma solução justa e negociada sobre Jerusalém e sobre o destino de refugiados palestinos e acabar com os assentamentos judeus na Cisjordânia e, de outro, os palestinos precisam reconhecer o Estado de Israel porque nem palestinos nem israelenses podem impor sua vontade um ao outro. Nem os extremistas de direita que governam Israel nem os grupos extremistas palestinos terão condições de impor sua vontade pela força das armas na Palestina. É pouco provável que o conflito entre palestinos e judeus seja solucionado na atualidade porque as instituições internacionais existentes não são capazes de construir uma saída negociada para o conflito entre estes dois povos e entre Israel, o Irã e os países árabes. Isto significa dizer que urge a reestruturação do sistema internacional para solucionar o conflito entre Israel e Palestina, entre Rússia e Ucrânia e todos os conflitos internacionais que venham a ocorrer no futuro. É chegada a hora da humanidade promover a construção da paz mundial e de exercer o controle de seu destino. Para alcançar estes objetivos, urge a reestruturação da ONU visando transformá-la em um governo democrático do mundo que se constitui no único meio de sobrevivência da espécie humana.
HOW TO OVERCOME DEPRESSION AND ANXIETY IN THE LIVES OF PEOPLE IN THE WORLD WE...Faga1939
This article aims to present the causes of depression and anxiety in individuals, which are considered the evils of the century, and the solutions that would allow them to be overcome. Depression and anxiety affect more than 300 million people worldwide. In Brazil, the disorder affects around 18.6 million individuals, according to data from PAHO (Pan American Health Organization), which corresponds to 9.3% of the population.
COMO SUPERAR A DEPRESSÃO E A ANSIEDADE NA VIDA DAS PESSOAS NO MUNDO EM QUE VI...Faga1939
Este artigo tem por objetivo apresentar as causas da depressão e da ansiedade nos indivíduos, que são consideradas os males do século, e as soluções que permitiriam superá-las. A depressão e a ansiedade atingem mais de 300 milhões de pessoas em todo o mundo. No Brasil, o transtorno afeta cerca de 18,6 milhões de indivíduos, conforme dados da OPAS (Organização Pan-Americana da Saúde), o que corresponde a 9,3% da população.
HOW TO PLAN CITIES TO COPE WITH EXTREME WEATHER EVENTS.pdfFaga1939
This article aims to present what and how to do to promote cities planning capable of facing extreme weather events. Floods have been recurring in cities in several countries around the world, including Brazil. There is a drastic change in the Earth's climate thanks to global warming, which is contributing to the occurrence of floods in cities that are recurring in an increasingly catastrophic way in their effects. The floods that devastated some cities in western and southern Germany, Henan in China and London in England in 2021 and, currently, in Rio Grande do Sul demonstrate the vulnerability of highly populated areas to catastrophic floods. Water-related disasters caused worldwide losses of US$306 billion between 1980 and 2016. To cope with extreme weather events in cities, flood control must be carried out, which concerns all methods used to reduce or prevent the harmful effects of water action. Structural measures must be adopted with engineering works aimed at correcting and/or preventing problems arising from floods and non-structural measures which are those that seek to prevent and/or reduce the damage and consequences of floods, not through engineering works, but through the introduction of standards, regulations and programs that aim, for example, to regulate land use and occupation, implementation of alert systems and public awareness. The municipal government plays a fundamental role in preventing flooding, floods and floods in cities. To this end, a municipal development master plan must be drawn up that includes, among other measures, the adoption of solutions to minimize or eliminate the risks faced by the population, the systematic identification of risk areas in order to establish population settlement rules. Three bodies are essential in flood prevention actions in a municipality: 1) the municipal civil defense body; 2) the body responsible for the meteorological service responsible for reporting the climate forecast for the city and/or region; and, 3) community civil defense centers, which are people who work voluntarily in civil defense activities.
COMO PLANEJAR AS CIDADES PARA ENFRENTAR EVENTOS CLIMÁTICOS EXTREMOS.pdfFaga1939
Este artigo tem por objetivo apresentar o que e como fazer para promover o planejamento das cidades capaz de enfrentar eventos climáticos extremos. Tem sido recorrente a ocorrência de inundações nas cidades em vários países do mundo, inclusive no Brasil. Está havendo uma mudança drástica no clima da Terra graças ao aquecimento global que está contribuindo para a ocorrência de inundações nas cidades que se repetem de forma cada vez mais catastrófica em seus efeitos. As inundações que devastaram algumas cidades do oeste e do sul da Alemanha, Henan na China e Londres na Inglaterra em 2021 e, no momento, no Rio Grande do Sul demonstram a vulnerabilidade de áreas altamente populosas a enchentes catastróficas. Os desastres relacionados com a água causaram perdas mundiais de US$ 306 bilhões entre 1980 e 2016. Para fazer frente a eventos climáticos extremos nas cidades, é preciso que seja realizado o controle de inundações que diz respeito a todos os métodos usados para reduzir ou impedir os efeitos prejudiciais da ação das águas. Devem ser adotadas medidas estruturais com obras de engenharia visando a correção e / ou prevenção de problemas decorrentes de inundações e medidas não estruturais que são aquelas que buscam prevenir e / ou reduzir os danos e consequências das inundações, não por meio de obras de engenharia, mas pela introdução de normas, regulamentos e programas que visam, por exemplo, disciplinar o uso e ocupação do solo, implementação de sistemas de alerta e conscientização da população. A prefeitura municipal tem um papel fundamental no sentido de evitar alagamentos, enchentes e inundações nas cidades. Para tanto, deve elaborar um plano diretor de desenvolvimento municipal que contemple, entre outras medidas, a adoção de soluções para minimizar ou eliminar os riscos enfrentados pela população, a identificação sistemática de áreas de risco a fim de estabelecer regras de assentamento da população. Três órgãos são essenciais nas ações de prevenção a enchentes em um município: 1) o órgão municipal de defesa civil; 2) o órgão responsável pelo serviço de meteorologia responsável por informar a previsão do clima da cidade e/ou região; e, 3) os núcleos comunitários de defesa civil, que são pessoas que trabalham de forma voluntária nas atividades de defesa civil.
LES OBSTACLES QUI ENTRAVENT LE DÉVELOPPEMENT DU BRÉSIL À L'ÈRE CONTEMPORAINE ...Faga1939
Cet article vise à démontrer que le gouvernement Lula est confronté à deux défis majeurs dans ses efforts pour promouvoir le développement économique et social du Brésil. Le premier défi, d'ordre économique, est représenté par les obstacles qui existent avec la politique de plafonnement des dépenses, malgré la flexibilité offerte par le cadre budgétaire et l'existence d'une Banque centrale indépendante, qui rendent le gouvernement brésilien incapable de coordonner ses politiques monétaires et fiscales, réaliser des investissements publics dans l'expansion de l'économie et obtenir la stabilité macroéconomique et, le deuxième défi, de nature politique, est représenté par les obstacles existant au Congrès national du fait qu'il ne dispose pas de majorité au parlement, ce qui empêche le gouvernement fédéral de mettre en pratique son projet de développement national et de répondre pleinement aux exigences sociales. Pour que les forces progressistes brésiliennes puissent réélire le président Lula lors des élections présidentielles de 2026 et obtenir une majorité parlementaire au Congrès national engagé en faveur du progrès politique, économique et social, le gouvernement Lula devra réussir sur le front économique, en promouvant l'expansion du l'économie, en augmentant de manière significative en générant des emplois et des revenus, en maîtrisant l'inflation et en répondant au maximum aux revendications sociales qui profitent avant tout aux populations mal desservies du pays. Les forces progressistes du Brésil doivent s'engager, dès les élections municipales de 2024, à élire le nombre maximum de maires et de conseillers engagés dans les avancées politiques, économiques et sociales du Brésil. Telles sont les conditions pour empêcher, en 2026, les extrémistes de droite de reconquérir la présidence de la République, d’élargir leur participation aux gouvernements des États et au Congrès national et de mettre en pratique leur infâme projet antisocial et antinational.
THE OBSTACLES THAT IMPEDE THE DEVELOPMENT OF BRAZIL IN THE CONTEMPORARY ERA A...Faga1939
This article aims to demonstrate that the Lula government is faced with two major challenges in its effort to promote Brazil's economic and social development. The first challenge, of an economic nature, is represented by the obstacles that exist with the spending cap policy, despite the flexibility provided by the fiscal framework and the existence of an independent Central Bank, which make the Brazilian government unable to coordinate its fiscal and monetary policies, make public investments in the expansion of the economy and obtain macroeconomic stability and, the second challenge, of a political nature, is represented by the obstacles existing in the National Congress due to the fact that it does not have a majority in parliament, which prevents the federal government from putting its national developmental project into practice and fully meet social demands. For Brazil's progressive forces to re-elect President Lula in the 2026 presidential elections and obtain a parliamentary majority in the National Congress committed to political, economic and social advances, the Lula government will have to be successful on the economic front, promoting the expansion of the economy, increasing significantly generating jobs and income, keeping inflation under control and meeting the maximum social demands that benefit, above all, the country's underserved populations. Brazil's progressive forces need to commit, starting from the 2024 municipal elections, towards to elect the maximum number of mayors and councilors committed to Brazil's political, economic and social advances. These are the conditions to prevent, in 2026, right-wing extremists from regaining the Presidency of the Republic, expanding their participation in state governments and the National Congress and putting their nefarious anti-social and anti-national project into practice.
L'ÉVOLUTION DE L'ÉDUCATION AU BRÉSIL À TRAVERS L'HISTOIRE ET LES EXIGENCES DE...Faga1939
Cet article vise à présenter l’évolution de l’éducation au Brésil à travers l’histoire et les exigences de son développement futur. De 1500 jusqu'au XIXe siècle, l'éducation brésilienne s'est concentrée exclusivement sur la formation des classes supérieures, dans le but de les préparer aux activités politico-bureaucratiques et aux professions libérales, presque toujours en charge ou sous l'influence de l'initiative religieuse privée. La relation ombilicale entre l'Église catholique et la puissance coloniale portugaise s'est maintenue au Brésil même après son indépendance en 1822 pendant la période impériale et a pris fin avec la Proclamation de la République avec le divorce officiel entre l'Église et l'État. Au niveau des politiques publiques, plusieurs tentatives de réforme éducative de la part du gouvernement central républicain ont fini par perpétuer le modèle éducatif hérité de la période coloniale. La première LDB (Lei de Diretrizes e Bases da Educação Brasileira) de l’histoire de l’éducation brésilienne n’a pas brisé le binôme d’élitisme et d’exclusion qui s’était manifesté dans l’éducation brésilienne depuis la période coloniale. La LDB de 1961 a permis la cohabitation entre écoles publiques et privées. Cette situation éducative en vigueur au Brésil dans la seconde moitié du XXe siècle a suscité une critique acerbe de la part de Paulo Freire. En 1982, des projets éducatifs alternatifs à l'enseignement technique imposé par la dictature militaire ont émergé, comme ce qui s'est passé à Rio de Janeiro sous le gouvernement de Leonel Brizola, qui a mis en œuvre les soi-disant CIEP (Centres intégrés d'éducation publique), qui étaient des écoles à temps plein. Mais ces expériences éducatives adoptées de manière autonome et conformément aux corrélations de forces qui s’établissaient entre les tendances pédagogiques existantes étaient destinées à être de courte durée, comme cela s’est effectivement produit. Avec la fin de la dictature militaire au Brésil, la dernière décennie du XXe siècle a été marquée par l'adoption du modèle économique néolibéral qui a porté préjudice aux politiques publiques, notamment éducatives, car il a permis la croissance du secteur privé, principalement dans le contexte de l'enseignement supérieur, tandis que dans les écoles publiques, l'enseignement est devenu encore plus inefficace, une situation qui perdure aujourd'hui. Mais aujourd'hui, l'exclusion des classes populaires a eu lieu parce que l'école publique ne garantit pas l'apprentissage effectif des connaissances essentielles requises par la société brésilienne. De ce qui précède, on peut conclure qu’il reste encore une tâche majeure à accomplir pour la société brésilienne contemporaine : la consolidation effective d’écoles publiques, laïques et de qualité pour tous. À l'époque contemporaine, il est urgent de promouvoir une révolution dans le système éducatif brésilien, ce qui est devenu nécessaire parce que les mauvaises performances du système éducatif brésilien.
A EVOLUÇÃO DA EDUCAÇÃO NO BRASIL AO LONGO DA HISTÓRIA E OS REQUISITOS PARA SE...Faga1939
Este artigo tem por objetivo apresentar a evolução da educação do Brasil ao longo da história e os requisitos para seu futuro desenvolvimento. De 1500 até o século XIX, a educação brasileira voltou-se exclusivamente à formação das camadas superiores, no intuito de prepará-las para as atividades político-burocráticas e das profissões liberais quase sempre a cargo ou sob a influência da iniciativa privada religiosa. A relação umbilical entre a Igreja Católica e o poder colonial português foi mantido no Brasil mesmo após sua independência ocorrida em 1822 durante o período imperial e chegou ao fim com a Proclamação da República quando houve o divórcio oficial entre Igreja e Estado. Ao nível das políticas públicas, houve várias tentativas de reforma educacional por parte do governo central republicano que acabaram por perpetuar o modelo educacional herdado do período colonial. A primeira LDB (Lei de Diretrizes e Bases da Educação Brasileira) da história da educação brasileira não rompeu o binômio do elitismo e da exclusão que se manifestava na educação brasileira desde o período colonial. A LDB de 1961 possibilitou a coabitação da escola pública e da particular. Esta situação educacional vigente no Brasil da segunda metade do século XX teve em Paulo Freire um crítico contundente. Em 1982, surgiram projetos educacionais alternativos ao ensino tecnicista imposto pela ditadura militar, como o que ocorreu no Rio de Janeiro durante o governo de Leonel Brizola que implementou os chamados CIEPs (Centros Integrados de Educação Pública) que eram escolas de período integral. Mas essas experiências educacionais adotadas de forma autônoma e de acordo com as correlações de forças que se estabeleciam entre as tendências pedagógicas existentes estavam fadadas a ter vida curta como de fato aconteceu. Com o fim da ditadura militar no Brasil, a última década do século XX ficou marcada pela adoção do modelo econômico neoliberal que prejudicou as políticas públicas, em particular a educação, pois permitiu o crescimento do setor privado, principalmente no âmbito do ensino superior, enquanto na escola pública o ensino ficou ainda mais ineficiente, situação esta que se mantem até hoje. Agora, porém, a exclusão das classes populares se realizava porque a escola de Estado não garante a aprendizagem efetiva dos conhecimentos essenciais exigidos pela sociedade brasileira. Pelo exposto, conclui-se que ainda existe uma grande tarefa a ser resolvida pela sociedade brasileira contemporânea: a efetiva consolidação da escola de Estado, pública, laica e de qualidade para todos. Na era contemporânea, urge promover uma revolução no sistema de educação do Brasil, que se tornou necessária porque o péssimo desempenho do sistema de educação do Brasil resulta, entre outros fatores, sobretudo da insuficiência de investimentos na educação brasileira quando comparado com os investimentos em educação dos melhores sistemas de educação do mundo.
LA MONTÉE DE L'ÉDUCATION DANS LE MONDE DE LA PRÉHISTOIRE À L'ÈRE CONTEMPORAIN...Faga1939
Cet article vise à présenter l’évolution de l’éducation dans le monde du XVIIIe siècle au XXIe siècle. Cet article représente la suite de la Partie 1 de l'article qui aborde l'évolution de l'éducation dans le monde de la Préhistoire au XVIIIe siècle. Le XVIIIe siècle a été un moment marquant dans l'histoire de l'humanité car c'est à cette époque que l'éducation était considérée comme un droit pour tous, qu'il y avait l'obligation de l'État de maintenir les écoles, le droit à l'enseignement public gratuit et la garantie que l'école publique n'était sous la domination d'aucune croyance religieuse (laïcité). La première révolution industrielle et la naissance des usines ont créé un espace pour l’émergence d’une institution scolaire publique moderne. L'influence catholique dans l'éducation a commencé à décliner. Au XVIIIe siècle, Jean-Jacques Rousseau, considéré comme le père de la pédagogie moderne, a contribué à l'éducation. La Révolution française de 1789 signifiait que l’intervention de l’État dans l’éducation traditionnellement confiée à l’Église catholique. La politique expansionniste de Napoléon a imposé en Europe des lignes directrices laïques, étatiques et civiles dans la réorganisation des systèmes éducatifs à partir de 1794. Au XIXe siècle naissent les pédagogies de Pestalozzi, ainsi que les pédagogies positiviste et socialiste. Au XXe siècle, le débat pédagogique impliquait deux courants théoriques majeurs : la Nouvelle École et la conception marxiste, la première identifiée au capitalisme et la seconde au socialisme. L'Escola Nova a été le mouvement pédagogique qui a eu la plus grande influence sur l'éducation au XXe siècle. Au XXe siècle, plusieurs innovations pédagogiques originales ont eu lieu dans les pays en développement, comme celle menée par Paulo Freire au Brésil. Au 21ème siècle, à l'ère contemporaine, l'enseignement ne se résume plus seulement en présentiel pour devenir également du non-présentiel ou partiellement en présentiel avec l'enseignement à distance (EAD). Le grand défi éducatif de l’avenir est de réaliser une vaste révolution dans l’enseignement, y compris la qualification des enseignants et la structuration des unités d’enseignement pour s’adapter aux besoins imposés par les progrès technologiques.
A ESCALADA DA EDUCAÇÃO NO MUNDO DA PRÉ-HISTÓRIA À ERA CONTEMPORÂNEA (Parte 2)...Faga1939
Este artigo tem por objetivo apresentar como a educação evoluiu no mundo do século XVIII ao século XXI. Este artigo representa a continuação da Parte 1 do artigo que aborda a evolução da educação no mundo da Pré-História ao século XVIII. O século XVIII foi um momento marcante na história da humanidade porque foi nesta época que a educação foi considerada como um direito de todos, houve a obrigação do Estado de manter escolas, o direito à educação pública e gratuita e a garantia de que a escola pública não estivesse sob o domínio de nenhum credo religioso (laicidade). A 1ª Revolução Industrial e o nascimento das fábricas gerou espaço para o surgimento da moderna instituição escolar pública. Começou a declinar a influência católica na educação. No século XVIII, houve contribuição à educação de Jean- Jacques Rousseau, que é considerado o pai da pedagogia moderna. A Revolução Francesa de 1789 significou a intervenção do Estado na educação tradicionalmente entregue à Igreja Católica. A política expansionista de Napoleão impõe na Europa a partir de 1794 orientações laicas, estatais e civis na reorganização dos sistemas de educação. No Século XIX, surgiram as pedagogias de Pestalozzi, bem como, as pedagogias positivista e socialista. No Século XX, o debate educacional envolveu duas grandes correntes teóricas: a Escola Nova e a concepção marxista, a primeira identificada com o capitalismo e a segunda com o socialismo. A Escola Nova foi a corrente pedagógica de maior influência na educação do século XX. No século XX, houve várias inovações pedagógicas originais nos países em desenvolvimento como a realizada por Paulo Freire no Brasil. No Século XXI, na era contemporânea, a educação deixou de ser apenas presencial para se tornar, também, não presencial ou parcialmente presencial com a educação a distância (EAD). O grande desafio de educação do futuro é realizar uma ampla revolução no ensino contemplando a qualificação dos professores e a estruturação das unidades de ensino para se ajustarem às necessidades impostas pelo avanço tecnológico.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Film vocab for eal 3 students: Australia the movie
THE EVOLUTION OF EDUCATION IN BRAZIL THROUGHOUT HISTORY AND THE REQUIREMENTS FOR ITS FUTURE DEVELOPMENT.pdf
1. 1
THE EVOLUTION OF EDUCATION IN BRAZIL THROUGHOUT HISTORY
AND THE REQUIREMENTS FOR ITS FUTURE DEVELOPMENT
Fernando Alcoforado*
This article aims to present the evolution of education in Brazil throughout history and
the requirements for its future development. To achieve this objective, the articles “As
origens da educação no Brasil da hegemonia católica às primeiras tentativas de
organização do ensino” (The origins of education in Brazil from Catholic hegemony to
the first attempts to organize teaching) [1] and “História da Educação Brasileira: da
colônia ao século XX” (History of Brazilian Education: from the colony to the 20th
century) {2] were analyzed, as well as the book “A revolução da educação necessária ao
Brasil na era contemporânea” (The education revolution necessary for Brazil in the
contemporary era) [3].
The analysis of the article “As origens da educação no Brasil da hegemonia católica às
primeiras tentativas de organização do ensino” (The origins of education in Brazil from
Catholic hegemony to the first attempts to organize teaching) by Marcos Marques de
Oliveira allowed us to reach the conclusions set out in the following paragraphs [1].
The history of education in Brazil begins with the Portugal colonization project that
counted on the decisive contribution of the Catholic Church through the Society of Jesus,
that is, the Jesuits. The Jesuits' pedagogical proposal played a fundamental role in
enabling the Portuguese colonization project to go from 1500 until Brazil's independence
in 1822. Teaching was one of the main instruments of Portugal's colonial domination,
whose function was delimited by the educational disciplinary system, based by a rigid
pedagogical structure imposed by the Jesuits. The Jesuits were at the forefront of the
educational project from the first moment of Portugal's actions in Brazil, which began in
the 16th century.
In the colonial period, it is possible to see the difference between the Portuguese and
Spanish colonization project. While Spain opened universities in its colonies, Portugal
took three centuries to open a university in Brazil, which only occurred with the arrival
of the Portuguese royal family in Brazil in 1808. From 1500 until the 19th century,
Brazilian education focused exclusively on training of the upper layers, with the aim of
preparing them for political-bureaucratic activities and liberal professions, almost always
in charge of or under the influence of private religious initiative.
After the Independence of Brazil from Portugal, during Brazil's imperial period, the
central power commanded from 1826 to 1889 by D. Pedro II was in charge of higher
education throughout the country and the other levels were in charge of the provinces,
with the exception of Colégio Pedro II, named in honor of our second imperial ruler,
which should serve as a model for provincial schools. The lack of resources and lack of
interest from regional elites prevented the organization of an efficient network of schools.
In the final balance, secondary education was generally taken over by private initiatives,
especially by the Catholic Church. Primary education, once again, was abandoned. At the
end of the Empire, the general education framework was quite precarious with few
primary schools (with 250 thousand students for a country with around 14 million
inhabitants, of which 85% were illiterate).
The umbilical relationship between the Catholic Church and the Portuguese colonial
power was maintained in Brazil even after its independence in 1822 during the imperial
period and ended with the Proclamation of the Republic when there was an official
2. 2
divorce between Church and State. Catholicism, until then holding the monopoly in the
educational field, suffered a severe blow with the secularization that was established in
Brazilian society through the liberal movement and which took shape on the national
scene with the Proclamation of the Republic in 1889. In the transition between the
imperial period and the Republic in Brazil, with the adherence of part of the intellectual
elite to the ideals of bourgeois liberalism, education is assigned the heroic task of
promoting the construction of Brazilian society on new bases.
The first Constitution of the Republic, from 1891, instituted the federative system of
government and, consequently, the decentralization of education. The Union reserved the
right to create higher and secondary education institutions in the states and to provide
secondary education in the Federal District. The states were responsible for providing and
legislating on primary education, in addition to professional education, which at the time
included normal secondary schools for women and technical schools for men. At the level
of public policies, there were several attempts at educational reform by the republican
central government. All these reforms ended up perpetuating the educational model
inherited from the colonial period. Only the demand for expanding the supply of elite
education (secondary and higher education) to the rising middle classes was met by the
Union.
Meanwhile, at an international level, a new dimension of liberal ideology emerged that
will be expressed in the pragmatic pedagogy of the New School, based on the thinking of
the North American John Dewey, who proposed a reformist school model. The New
School's thinking was assimilated by several Brazilian educators, including the great
educator Anísio Teixeira, consolidating itself into an educational ideology that will
influence the development of teaching in Brazil. The first document expressing this
ideology is the Manifesto of the Pioneers of New Education, from 1932, which sought to
overcome the partial attempts at reform made until then and to establish a single, clear
and defined direction for the movement to renew national education. To this end, based
on the individual right to education, it determined that the State, representing the
community, assumed responsibility for organizing education, with the task of making
schools accessible, in all its levels, to citizens kept in conditions of economic inferiority.
. The authors of the Manifesto of the Pioneers of New Education had as their ideal an
education system in which popular mass education and specialized training would appear
as complementary.
Thus, with the exception of the Catholic Church, which opposed secular education and
the state monopoly advocated by the Manifesto of the Pioneers of New Education, the
Estado Novo dictatorship that began in 1937 incorporated the ideas and rhetoric of the
New School. In the educational sphere, the rise of Getúlio Vargas to power, in the
Church's view, represented the strengthening of the ideals of the Escola Nova, which,
with the defense of secular education and public schools, put at risk the hegemony of the
Catholic Church in the area of education in the Brazil. However, the Catholic Church
would soon find its space. After 40 years, religious education was once again allowed in
public schools, proving that the Brazilian secular state was a fallacy. In the 1930s and
1940s, the objectives proposed by the pioneers of the New School were not fully achieved
because the traditional dualist, elitist and academic structure of Brazilian education was
preserved.
The growing need for fast and cheap labor imposed by the industrialization process in
Brazil triggered by the Getúlio Vargas government had imposed new demands for
technical professional qualifications. The solution found by the nascent industrial
3. 3
bourgeoisie was the creation of a system of technical instruction institutions unrelated to
the Ministry of Education, whose exclusive objective was to meet the interests of
employer unions for minimally qualified workers, as was the case with the creation of
SENAI (1942 ) and SENAC (1946). The economic and political elites who directed the
transition from agricultural to urban-industrial society since 1930 in Brazil were not able
to create a state school, public, secular and unique for all, conceived through a
pedagogical project that brought together general education with technological training
focused on the world of work.
The analysis of the article “História da Educação Brasileira: da colônia ao século XX”
(History of Brazilian Education: from the colony to the 20th century) by Amarilio Ferreira
Jr. allowed us to reach the conclusions set out in the next paragraphs [2].
The first Constitution of the Republic, from 1891, instituted the federative system of
government and, consequently, the decentralization of education. The Union reserved the
right to create higher and secondary education institutions in the states and to provide
secondary education in the Federal District. The states were responsible for providing and
legislating on primary education, in addition to professional education, which at the time
included normal secondary schools for women and technical schools for men. At the level
of public policies, there were several attempts at educational reform by the republican
central government. All these reforms ended up perpetuating the educational model
inherited from the colonial period. Only the demand for expanding the supply of elite
education (secondary and higher education) to the rising middle classes was met by the
Union.
Meanwhile, at an international level, a new dimension of liberal ideology emerged that
will be expressed in the pragmatic pedagogy of the New School, based on the thinking of
the North American John Dewey, who proposed a reformist school model. The New
School's thinking was assimilated by several Brazilian educators, including the great
educator Anísio Teixeira, consolidating itself into an educational ideology that will
influence the development of teaching in Brazil. The first document expressing this
ideology is the Manifesto of the Pioneers of New Education, from 1932, which sought to
overcome the partial attempts at reform made until then and to establish a single, clear
and defined direction for the movement to renew national education. To this end, based
on the individual right to education, it determined that the State, representing the
community, assumed responsibility for organizing education, with the task of making
schools accessible, in all its levels, to citizens kept in conditions of economic inferiority.
The authors of the Manifesto of the Pioneers of New Education had as their ideal an
education system in which popular mass education and specialized training would appear
as complementary.
Thus, with the exception of the Catholic Church, which opposed secular education and
the state monopoly advocated by the Manifesto of the Pioneers of New Education, the
Estado Novo dictatorship that began in 1937 incorporated the ideas and rhetoric of the
New School. In the educational sphere, the rise of Getúlio Vargas to power, in the
Church's view, represented the strengthening of the ideals of the New School, which, with
the defense of secular education and public schools, put at risk the hegemony of the
Catholic Church in the area of education in the Brazil. However, the Catholic Church
would soon find its space. After 40 years, religious education was once again allowed in
public schools, proving that the Brazilian secular state was a fallacy. In the 1930s and
1940s, the objectives proposed by the pioneers of the New School were not fully achieved
4. 4
because the traditional dualist, elitist and academic structure of Brazilian education was
preserved.
The growing need for fast and cheap labor imposed by the industrialization process in
Brazil triggered by the Getúlio Vargas government had imposed new demands for
technical professional qualifications. The solution found by the nascent industrial
bourgeoisie was the creation of a system of technical instruction institutions unrelated to
the Ministry of Education, whose exclusive objective was to meet the interests of
employer unions for minimally qualified workers, as was the case with the creation of
SENAI (1942) and SENAC (1946). The economic and political elites who directed the
transition from agricultural to urban-industrial society since 1930 in Brazil were not able
to create a state school, public, secular and unique for all, conceived through a
pedagogical project that brought together general education with technological training
focused on the world of work.
The analysis of the article “History of Brazilian Education: from the colony to the 20th
century” by Amarilio Ferreira Jr. allowed us to reach the conclusions set out in the next
paragraphs [2].
In 1948, the minister of education, Clemente Mariani, sent a bill to the National Congress
with a secular-liberal character. The Catholic Church and conservative sectors of society
reacted against the Mariani project and began to put pressure on the matter not to be
approved in the Chamber of Deputies. Defenders of public and secular schools then began
to mobilize at a national level and launched the “Campaign in Defense of Public Schools”,
which culminated, in 1958, with the publication of the Educators’ Manifesto. The “1959
Manifesto”, as it became known, made a vehement defense of the State, public and secular
school as the only educational institution capable of overcoming the ills of national
education and helping to produce the “scientific and technical progress necessary to
economic development” of Brazilian society.
The first LDB (Brazilian Education Guidelines and Bases Law) in the history of Brazilian
education was approved in 1961, after 13 years and much ideological dispute, in
December 1961 and came into force the following year. In addition to the
institutionalization of the Federal Education Council, the end of discrimination between
propaedeutic education, which seeks to provide foundations on certain knowledge, in a
more generalist way, and professional education and the periodic elaboration of the
National Education Plan, keeping the structure of the different degrees intact and existing
branches of national education. The LDB/61 was, however, far below the educational
demands generated by the modernizing contradictions of the capitalist logic imposed on
Brazilian society from 1930 onwards because it maintained, in essence, the teaching
structure inherited from the “Organic Laws” approved during the Estado Novo without
breaking the binomial of elitism and exclusion that has manifested itself in Brazilian
education since the colonial period.
The LDB of 1961 made it possible for public and private schools to cohabit. The national
dual education system (public and private) engendered a new phase in the binomial based
on elitism and educational exclusion. From then on, the schooling of the children of the
elites began, roughly speaking, to have basic education in private schools with excellent
quality of education, whose monthly fees were (and are still today) very high by the
standards of the vast majority of the Brazilian population and the school public was
intended for the children of the popular masses. The former have access to the best public
universities. The latter barely complete compulsory education (currently 9 years) and are
5. 5
forced to enter the world of work with or without professional technical education. In
other words, the good old public higher education courses in Law, Medicine and
Engineering continue to be reserved for the children of the economic and political elites
who have governed Brazil for centuries.
This educational situation in force in Brazil in the second half of the 20th century had a
scathing critic in Paulo Freire. In 1961, the great Brazilian educator stated that Brazilian
society had not yet resolved the two basic dimensions of any national education system,
that is, the quantitative expansion of compulsory public school for all children of school
age and the quality of school knowledge that were offered to children. Even worse,
according to Paulo Freire, within the scope of the few existing schools, a conception of
teaching-learning prevailed based on pedagogical contents that were completely
disassociated from the concrete socioeconomic reality experienced by Brazilian society
at the time. Paulo Freire developed his “pedagogy of the oppressed”. For him, the
transition from a “closed society” (agrarian) to an “open society” (urban-industrial)
necessarily demanded the eradication of illiteracy, as the condition of existence of the
illiterate implied the manifestation of a naive consciousness in relation to the surrounding
world and, therefore, reproduces the old agrarian social “status quo”.
For Paulo Freire, it was therefore necessary to free the man who lived trapped in the
“closed society” through access to knowledge historically accumulated by humanity.
Transitive critical consciousness, achieved through knowledge, would make it possible
to make the “open society”, that is, a democratic society, viable. Thus, critical
consciousness and democratic society would constitute the two fundamental conditions
for man to be an active subject of his own history. In summary: the combination of
freedom, made possible by the “open society”, with conscious historical action would
humanize man himself. However, the transition from naive consciousness to critical
consciousness, according to Paulo Freire, would not occur naturally, but rather through
the work carried out in the field of education. In this sense, the political nature of his
literacy method is understood, as we can read in the work “Education as a practice of
freedom”.
The literacy method created by Paulo Freire was based on the so-called “popular culture
circles”. These circles brought together, for example, adults from a specific rural
community and carried out a broad debate about their living and working conditions and
the cultural elements that manifested themselves in the daily lives of that population.
Thus, based on the stories told by the community's residents, the educator collected the
most significant and representative words of the local culture throughout the discussions,
and it was this popular vocabulary that served as a reference for the literacy students'
achievement of written language. Therefore, the “generating words”, commonly used in
the language used in people's daily lives, were loaded with cultural experiences lived by
the subjects of the spoken language learning process.
Paulo Freire's method of literacy frightened the reactionary segments of Brazilian society.
Contrary to the dominant conception in society defended by the elites who advocated the
“domestication” of the people through education, the “pedagogy of the oppressed”
proposed by Paulo Freire defended the education of the people as the true practice of
freedom. It can be said that the Paulo Freire method of literacy, genuinely born from
Brazilian historical conditions, aborted by the 1964 coup d'état, can be classified as the
most radical of the 20th century's educational initiatives. While Paulo Freire is recognized
worldwide as a great exponent of education, he is the educator most opposed by Brazil's
reactionary elites.
6. 6
The 1964 coup d'état represents the most serious institutional change in the history of
Brazil that occurred in the second half of the 20th century. It radically changed the course
of the political process of redemocratization that Brazil had been experiencing since 1945.
The military dictatorship, with the two reforms (1968 and 1971), subordinated
educational policy to the economic logic of accelerated modernization of Brazilian
society, imposing the unilateral discourse that the only role to be played by education was
to maximize the productivity of the Gross Domestic Product (GDP), regardless of the
distribution of national income. Thus, in the same proportion that the 1964 coup plotters
were suppressing political freedoms, government technocrats propagated the technicist
ideology as a dogmatically organized system of ideas that served to legitimize the organic
unity between economy and education.
The educational policy of the military regime, based on technicist ideology, also resulted
in failures, since education intended as a mechanism for changes in the training of labor
and integrated into the productive system, in reality, maintained high rates of illiteracy
and marginalized professionals, unemployeds. The Brazilian public university, in turn,
suffered from four major problems: a) a lag in curricula and the qualifications of the
teaching staff, which was determined by the role of the professor (position held by the
full professor); b) precarious infrastructure of research and teaching laboratories; c)
existence of an academic structure that gave the university system an authoritarian
characteristic; d) elitism, as it was intended for a few.
The results of the direct elections for state governors in 1982 gave rise to alternative
educational projects to the technical education imposed by the military dictatorship, such
as what occurred in Rio de Janeiro during the government of Leonel Brizola, which
implemented the so-called CIEPs (Integrated Centers for Public Education) which were
full-time schools. There, students stayed from 8 am to 5 pm, seven hours of which were
dedicated to classes and the others were divided between meals, sports, guided study and
medical care. Some points in this list of initiatives aimed at democratizing Brazilian
public schools were criticized by conservative sectors, especially the reactionary press,
which resulted in a setback with the end of the so-called CIEPs.
The educational projects implemented by the oppositions in the first half of the 1980s,
when the military dictatorship was ending, basically resulted from the combination of two
pedagogical trends. The hegemonic current was influenced, particularly, by the thoughts
of Paulo Freire and Jean Piaget, and the result was a pedagogy that combined “genetic
constructivism” with education centered on student activism. In short: it was a kind of
“new school” pedagogically reinvigorated. The other was represented by the various
educational concepts derived from Marxism, mainly those formulated by the Italian
thinker Antonio Gramsci, who formulated a pedagogical model that valued human
activity that interprets and transforms reality. However, these educational experiences
adopted autonomously and in accordance with the correlations of forces that were
established between existing pedagogical trends were destined to be short-lived, as in fact
happened.
With the end of the military dictatorship in Brazil, the last decade of the 20th century was
marked by the adoption of the neoliberal economic model by the governments of
Fernando Collor de Mello (1990-1992), Itamar Franco (1992-1994) and Fernando
Henrique Cardoso (1995--2002) whose guidelines were established by the Washington
Consensus. This meant the reform of the Brazilian State, the privatization of state-owned
companies and the fiscal adjustment that harmed public policies, in particular education,
as it allowed the growth of the private sector, mainly in the context of higher education,
7. 7
while in public schools teaching remained even more inefficient, a situation that continues
today.
Linked to the globalization thesis, the “educational packages”, emanating from the center
to the periphery of the capitalist system, took away the autonomy that Brazil had to
structure its own educational policies. Brazil reached the end of the 20th century without
solving the major problem of public schools: the quality of education it offers to the
popular classes. In 2000, for example, there were more than 30 million students attending
public elementary education. Of this contingent of children enrolled in public compulsory
education for eight years, three million failed and 27 million were subjected to an
educational process that was degrading from the point of view of the classical cultural
capital historically accumulated by humanity, as school performance in subjects such as
Portuguese and mathematics indicated what some scholars call “indigent intellectual
training”, crowning a century of unsuccessful reforms and inefficient educational
policies. Thus, Brazilian public education generated a situation of cultural and civil
segregation for the absolute majority of Brazilian children aged 7 to 14. Now, however,
the exclusion of the popular classes was no longer due to the absence of school, since the
issue of access had been resolved; it manifests itself by staying in the school itself, that
is, the State school does not guarantee the effective learning of the essential knowledge
required by Brazilian society.
From the above, it can be concluded that Brazil reached the end of the 20th century, after
the end of the military dictatorship (1985) and the promulgation of the 1988 Constitution,
without having managed to resolve the issue of public schools for all and with good
quality of education. The Brazilian public school reached the end of the 20th century
without being able to fulfill the educational role that developed republican societies gave
it from the 19th century onwards, that is, to constitute an educational institution whose
main function is to generate and transmit the fundamental knowledge that enable citizens
to face the cultural, scientific and technological challenges created by the contemporary
world. Therefore, there is still a major task to be resolved by contemporary Brazilian
society: the effective consolidation of state, public, secular and quality schools for all.
The analysis of the book “The revolution in education necessary for Brazil in the
contemporary era” written by Fernando Alcoforado allowed us to see what the
requirements for education in Brazil in the future are, which are summarized in the
following paragraphs [3].
In the contemporary era, there is an urgent need to promote a revolution in Brazil's
education system, which has become necessary because Brazilian education has great
weaknesses in primary, secondary and higher education. The Dilma Rousseff
government's Education National Plan has become a mere letter of intent with 90% of
targets not met and the Michel Temer government's secondary education reform presents
numerous involutions. It can be said that the poor performance of Brazil's education
system results, among other factors, mainly from insufficient investment in Brazilian
education when compared to investments in education in the best education systems in
the world. Spending on education per student in Brazil (US$3,000/student) is ridiculously
low compared to countries like the United States, Switzerland, Denmark, Sweden, among
others, which invest massively in education up to around US$15,000/ student. If Brazil
wanted to match developed countries in terms of spending per student, it should more
than quintuple its spending per student on the educational sector. Brazil invests 0.76% of
GDP in education while Finland, whose education system is recognized worldwide for
being the most efficient and qualified from pre-school to higher education, invests around
8. 8
7.1% of its GDP in a very high quality education system. Brazil would practically have
to increase its spending on education by 9 times to match Finland.
Spending on education in Brazil has been declining since 2014, the Ministry of
Education's budget for basic education has been declining from 2012 to 2020. The Federal
Government is a federated entity that participates little in investment in education in
Brazil. According to INEP (National Institute of Education and Research), in 2012, for
every R$1 invested in education, municipalities invested R$0.42, States spent R$0.40 and
the Union invested only R$0. 18. It is necessary to increase the federal government's
participation in investments in education at all levels. For the Brazilian government to
invest in education, it needs to reduce its burden on interest payments and amortization
of public debt, which committed 50.8% of the 2021 Union budget, while only 2.49% was
allocated to education. To reduce the federal government's burden on interest payments
and amortization of public debt, it is necessary to reduce public debt, which reached
79.8% of GDP in 2019.
To reduce public debt, the federal government must reduce the public deficit by
promoting: 1) the reduction of superfluous spending and unnecessary public bodies; 2)
increasing tax collection by taxing the super-rich; 3) promoting GDP growth with the
federal government playing a proactive role in making investments, especially in
infrastructure, including education; 4) encouraging exports; and, 5) the renegotiation with
its creditors of the public debt with the extension of interest payments so that the Brazilian
State has resources for investment in various sectors, including education.
Once the problem of insufficient resources by the federal government has been resolved
by addressing and solving the problem of public debt, the education revolution in Brazil
can be triggered with the planning of an education system aimed at overcoming current
problems and meeting the needs of the future aiming to increase the number of quality
educational units and have good managers, teachers and infrastructure. For this to happen,
it is necessary to increase the participation of the public sector in the country's higher
education and restrict the participation of the private sector because it presents low quality
of education, high dropout rates and high student/teacher ratio, among other problems.
To overcome the existing weaknesses in primary education, secondary education and
higher education in Brazil, it is necessary to increase public investments in education to
bring about a revolution in Brazilian education that includes the adoption of policies
similar to those adopted by countries that have the best systems of education in the world
such as Finland, France, China, the United States, Cuba, South Korea and Japan.
REFERENCES
1. OLIVEIRA, Marcos Marques. As origens da educação no Brasil da hegemonia
católica às primeiras tentativas de organização do ensino. Available on the website
<https://www.scielo.br/j/ensaio/a/Ms7rqgdwYhBLP7q5ZTYjLhb/>.
2. FERREIRA JR, Amarilio . História da Educação Brasileira: da colônia ao século
XX. Available on the website
<https://edisciplinas.usp.br/pluginfile.php/5618173/mod_resource/content/1/Ferreira
%20Jr.%2C%20AmarilioHist%C3%B3ria%20da%20Educa%C3%A7%C3%A3o%
20Brasileira_%20UAB-UFSCAR.pdf>.
3. ALCOFORADO, Fernando. A revolução da educação necessária ao Brasil na era
contemporânea. Curitiba: Editora CRV, 2023.
* Fernando Alcoforado, awarded the medal of Engineering Merit of the CONFEA / CREA System, member
of the Bahia Academy of Education, of the SBPC- Brazilian Society for the Progress of Science and of
9. 9
IPB- Polytechnic Institute of Bahia, engineer from the UFBA Polytechnic School and doctor in Territorial
Planning and Regional Development from the University of Barcelona, college professor (Engineering,
Economy and Administration) and consultant in the areas of strategic planning, business planning, regional
planning, urban planning and energy systems, was Advisor to the Vice President of Engineering and
Technology at LIGHT S.A. Electric power distribution company from Rio de Janeiro, Strategic Planning
Coordinator of CEPED- Bahia Research and Development Center, Undersecretary of Energy of the State
of Bahia, Secretary of Planning of Salvador, is the author of the books Globalização (Editora Nobel, São
Paulo, 1997), De Collor a FHC- O Brasil e a Nova (Des)ordem Mundial (Editora Nobel, São Paulo, 1998),
Um Projeto para o Brasil (Editora Nobel, São Paulo, 2000), Os condicionantes do desenvolvimento do
Estado da Bahia (Tese de doutorado. Universidade de
Barcelona,http://www.tesisenred.net/handle/10803/1944, 2003), Globalização e Desenvolvimento (Editora
Nobel, São Paulo, 2006), Bahia- Desenvolvimento do Século XVI ao Século XX e Objetivos Estratégicos
na Era Contemporânea (EGBA, Salvador, 2008), The Necessary Conditions of the Economic and Social
Development- The Case of the State of Bahia (VDM Verlag Dr. Müller Aktiengesellschaft & Co. KG,
Saarbrücken, Germany, 2010), Aquecimento Global e Catástrofe Planetária (Viena- Editora e Gráfica,
Santa Cruz do Rio Pardo, São Paulo, 2010), Amazônia Sustentável- Para o progresso do Brasil e combate
ao aquecimento global (Viena- Editora e Gráfica, Santa Cruz do Rio Pardo, São Paulo, 2011), Os Fatores
Condicionantes do Desenvolvimento Econômico e Social (Editora CRV, Curitiba, 2012), Energia no
Mundo e no Brasil- Energia e Mudança Climática Catastrófica no Século XXI (Editora CRV, Curitiba,
2015), As Grandes Revoluções Científicas, Econômicas e Sociais que Mudaram o Mundo (Editora CRV,
Curitiba, 2016), A Invenção de um novo Brasil (Editora CRV, Curitiba, 2017), Esquerda x Direita e a sua
convergência (Associação Baiana de Imprensa, Salvador, 2018), Como inventar o futuro para mudar o
mundo (Editora CRV, Curitiba, 2019), A humanidade ameaçada e as estratégias para sua sobrevivência
(Editora Dialética, São Paulo, 2021), A escalada da ciência e da tecnologia e sua contribuição ao progresso
e à sobrevivência da humanidade (Editora CRV, Curitiba, 2022), a chapter in the book Flood Handbook
(CRC Press, Boca Raton, Florida United States, 2022), How to protect human beings from threats to their
existence and avoid the extinction of humanity (Generis Publishing, Europe, Republic of Moldova,
Chișinău, 2023) and A revolução da educação necessária ao Brasil na era contemporânea (Editora CRV,
Curitiba, 2023).