o debate contemporâneo sobre a diversidade e a diferença nas políticas e pesquisas em educação the contemporary debate on diversity and difference in education policies and studies
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2013
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Abstract
O artigo proposto tem por objetivo analisar a maneira pela qual os conceitos de diferença e diversidade têm sido utilizados no debate contemporâneo brasileiro em educação e nas políticas públicas da área. Procuramos identificar as condições teóricas, as práticas e as políticas que possibilitaram a ascensão do conceito de diversidade. Acionado como slogan do primeiro mandato do presidente Luiz Inácio Lula da Silva, sobretudo no que diz respeito à educação, o tema da diversidade passou por diferentes processos de apropriação nas políticas públicas. Para avaliar tais políticas, utilizamos como fontes primárias de pesquisa documentos oficiais como: o Balanço de Governo 2003-2010; o Plano Plurianual 2004-2007; as leis orçamentárias do período 2003-2006; e os relatórios de gestão do governo federal. Mostramos também, de maneira sintética, como vem sendo realizado, na educação, o debate sobre a diferença e a diversidade, com o objetivo de compreender as distinções entre as propostas pedagógicas denominadas multiculturalismo, interculturalismo e pluralismo cultural. Para tanto, realizamos um levantamento de artigos publicados em periódicos entre os anos 1990 e 2007. O levantamento indicou que essas ações estavam concentradas nos Ministérios da Cultura, da Saúde e, principalmente, da Educação, o que reafirma a centralidade da educação como processo e da escola como instituição social no enquadramento e/ou na mediação dos dilemas expostos à sociedade brasileira neste início de século. Em suma, fizemos um esforço de análise das várias vertentes teóricas e práticas que debatem e disputam os conceitos de diversidade e diferença na área da educação.
The article proposed here has as its objective to analyze the way in which the concepts of difference and diversity have been used in the contemporary Brazilian debate on education and in public policies in this area. We have tried to identify the theoretical conditions, the practices and policies that have contributed to the rise of the concept of diversity. Used as a slogan during the first presidential term of Luiz Inácio Lula da Silva, particularly with respect to education, the theme of diversity has undergone various processes of appropriation within the public policies. In order to study these policies we have employed as primary sources official documents such as: the 2003-2010 Government Assessment; the 2004-2007 Pluriannual Plan; the budget laws of the 2003-2006 period; and the management reports of the federal government. We also show, in a summarized manner, how the debate on difference and diversity has been carried out in education, with the objective of understanding the distinctions between the pedagogical proposals denominated multiculturalism, interculturalism, and cultural pluralism. To this end, we have carried out a survey of articles published in academic journals between 1990 and 2007. The assessment has shown that these actions were concentrated in the Ministries of Culture, Health and, mainly, Education, which reaffirms the centrality of education as a process and of the school as a social institution in the approach and/or mediation of the dilemmas faced by the Brazilian society at the start of this century. In summary, we have made an effort to analyze the various theoretical and practical streams that debate and compete for the concepts of diversity and difference in the area of education.
The article proposed here has as its objective to analyze the way in which the concepts of difference and diversity have been used in the contemporary Brazilian debate on education and in public policies in this area. We have tried to identify the theoretical conditions, the practices and policies that have contributed to the rise of the concept of diversity. Used as a slogan during the first presidential term of Luiz Inácio Lula da Silva, particularly with respect to education, the theme of diversity has undergone various processes of appropriation within the public policies. In order to study these policies we have employed as primary sources official documents such as: the 2003-2010 Government Assessment; the 2004-2007 Pluriannual Plan; the budget laws of the 2003-2006 period; and the management reports of the federal government. We also show, in a summarized manner, how the debate on difference and diversity has been carried out in education, with the objective of understanding the distinctions between the pedagogical proposals denominated multiculturalism, interculturalism, and cultural pluralism. To this end, we have carried out a survey of articles published in academic journals between 1990 and 2007. The assessment has shown that these actions were concentrated in the Ministries of Culture, Health and, mainly, Education, which reaffirms the centrality of education as a process and of the school as a social institution in the approach and/or mediation of the dilemmas faced by the Brazilian society at the start of this century. In summary, we have made an effort to analyze the various theoretical and practical streams that debate and compete for the concepts of diversity and difference in the area of education.
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rodrigues2013educaoo
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| Authors | ;Tatiane Cosentino Rodrigues;Anete Abramowicz |
| Journal | brazilian journal of biology |
| Year | 2013 |
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| Keywords | Keywords not found |
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