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Avaliação: Revista da Avaliação da Educação Superior (Campinas)

versión impresa ISSN 1414-4077

Resumen

RISTOFF, Dilvo I.  y  BIANCHETTI, Lucídio. Graduate studies and their dialogues with basic education: historical (dis)encounters and the perpetuation of the socio-educational apartheid.. Avaliação (Campinas) [online]. 2012, vol.17, n.3, pp.787-824. ISSN 1414-4077.  https://doi.org/10.1590/S1414-40772012000300010.

Through this paper we present some reflections and elements in order to show that the dialogues between the graduate studies and basic education are characterized as historical (dis)encounters and that, ultimately, have guaranteed the maintenance of the socio-educational apartheid since colonial Brazil.  The primacy of choice for the education of the elite and the lack or delay of initiatives related to popular education is the brand of this trajectory. From the discovery of the country until recently, we can hardly speak of an Educational System in Brazil, if we understand it as an organic relationship between the various levels of education, from pre-school, through basic education, to Higher Education, including graduate studies. Our hypothesis is that in Brazil, since its origin, the choice was made in favor of initiatives which addressed the needs of those at the top of the social pyramid, and not in favor of those at the middle and, much less, of the large majority of the population which formed the basis of the pyramid. Only in recent years, particularly since the redemocratization of the country, do we perceive concrete signals of specific concerns with the materialization of a System of Education, with the expansion of the compulsory period of schooling moving indeed toward the extremes (graduate studies - basic education), but not without showing evidence that the priorities gain sharper outlines primarily from the apex to the base, exemplarily represented by the emergence of CAPES, for higher education, in the 1950s, whereas only in the early 2000's a concern is shown with the lower social strata, with the creation of the New CAPES, this time for basic education. Before that, the structural dualities that predominate show that the inclusion of the qualified and privileged few represents the exclusion or marginal inclusion of many.  It is this privileging or primacy, in educational terms - but not only! - this attention to those who occupy the upper strata of the Brazilian educational system-which allows us to speak of low or no dialogue between graduate studies and basic education and to characterize this movement as a history of disencounters  and also of perpetuation of a socio-educational apartheid. Data on the little that was done and the many things that still need to be done are unmistakable.

Palabras clave : Graduate and basic education; Public policy; Teacher education.

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