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vol.23 issue61From the political project of the World Bank to the political-pedagogic project of Brazilian public schools author indexsubject indexarticles search
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Print version ISSN 0101-3262On-line version ISSN 1678-7110


VEIGA, Ilma Passos Alencastro. Political-pedagogic innovations and project: an emancipating or regulatory relationship?. Cad. CEDES [online]. 2003, vol.23, n.61, pp.267-281. ISSN 0101-3262.

The present paper discusses the meaning of innovations and a political-pedagogic project under two viewpoints: as a regulatory action or technique and as an emancipating or edification action. The regulatory innovation means to assume the political-pedagogic project as a set of activities that will generate a product: a ready, finished document. In this case, the process of collective production is left out. The innovation of a regulatory matrix denies the diversity of interests and actors involved. From the emancipating standpoint, the innovation and the political-pedagogic project are articulated to integrate the process together with the product, because the final result is not only a consolidated process of methodological innovation, in the core of a project built, executed and assessed collectively, but an innovative product that will also provoke epistemological ruptures.

Keywords : Education; Educational policies; School management; Political-pedagogic project; Innovations.

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