SUMMARY
Training the public through education, enabling a higher level professionals,
entrepreneurs, admittedly competent, reflective, critical, ethical and social
responsibility.. "Thus, the Faculty of Integrated Grand Fortress (FGF) is
a result of a new paradigm.
The high school presents difficulties for clarification
of its objectives, despite its strategic role for social mobility, to
distribute knowledge to different groups of varying degrees of prestige.
Diferenciando in the two ideal types of normative standards of social mobility,
several countries have adopted alternative on the organization of educational
systems, emphasizing to the parity of prestige among the branches of education,
the creation of systems unit and diversification curriculum. The various forms
of educational organization, however, does not seem to have strong impact on
social mobility, depending largely on social stratification and the structure
of classes. Brazil, in its recent history, has walked the model of mobility
sponsored for the mobility of competitive. In the 70 tried to build a unitary
system, through the professionalization of high school, but social rejection
led him to return to an unsatisfactory dualism. A proposal for change is made
to face the current challenges. The high school, with its topographical name
(which is in the middle, between the basic and higher), presents an
internationally notorious difficulty of clarification of goals. In part this is
due to their role in social mobility and the delicate choice between continuity
and the completion of studies. Among the many controversial questions, is,
first, their purposes and relations with the job. Hence stem others, such as
whether it is more convenient in terms of democratization and educational
opportunities for social mobility, Tuesday, after-school basic, one trajectory
for the student or offer several alternatives, bifurcando or multifurcando the
ways of middle school. Is it better to
have a middle school or a vocational school focused on general education? It is
better to maintain various forms of middle school or only one? In the case of
manteremse various branches, is more appropriate to diversify the trajectories
of the students sooner or as late as possible? These are some of the questions
applicants, either in Brazil or elsewhere, the necessary changes to high school
in Brazil. Thus, the company is facing a dilemma see, the real function of
education generally. For life? For the market? Education is social context,
therefore: SOCIETY AND EDUCATION must interact for the production of knowledge
in order to prepare than the citizen for the city, prepare you also a citizen
oo contribution to the HDI. Human Development Index. HDI - human development
(HDI) is a comparative measure of wealth, literacy, education, average life
expectancy, birth and other factors. It
is a standardized way of assessing and measuring the welfare of a population,
especially the welfare child. The index was developed in 1990 by Pakistani
economist Mahbub ul Haq, and has been used since 1993 by the United Nations
Development Programme in its annual report.
Every year, UN member countries are classified
according to these measures. Countries with a high ranking often disclose the
information in order to attract skilled immigrants or to discourage emigration.
The new Act and the Guidelines basis answered questions and alternatives to
educate with the freedom to choose. The new organization of the Brazilian
education is like a tree, which has the trunk to basic education, opening up
into several branches, such as higher education and professional education. The
trunk gives clear priority to education generally, because, as the aims and
objectives of education and levels of education, it must first of all learn to
learn. During or after the course of the discente along that it is possible to
seek a trunk and branch, if any, return to the trunk. This is true of
professional education: the new rules anyone can attend high school and
vocational education simultaneously or subsequently, as it can also interrupt
the high school (which is not recommended, but possible) and return it later.
Thus, the law does or forward options with regard to the issues and
alternatives presented before: 1. •
encourages the diversification of curricula in levels of the education system
and establishment, allowing the curriculum, even from each student to meet
their needs; 2. • postpones the
differentiation of the curriculum, with regard to the trunk of general
education, by the end of high school, following international trends, but
addresses the need for diversification, with back and forth by the branch of
professional education, as the needs of different population groups; 3. • opens way for the professional education
occurred inside or outside the school and for the education of youths and
adults, allows the use of own experience of the student in the school
curriculum; 4. • intercomplementação
opens way for the public and private sectors in the professionalisation, •
allows professional education in the same establishments or in separate
institutions, as best for the various circumstances, • reconciles the
completion and continuity, giving preference to education and general opening
avenues for the first varied at the same time that encourages second; 5. • clearly opted for general education and
training non-propaedeutic. Under the latter aspect, the role of general
education is of primary importance and, for the redefinition of its role
depends on a Herculean task, in which the followers of Dewey in Brazil already
clamavam in 20 years: leave the academicism and take education general
training. That should concern itself less with the content that quickly
obsolete with the development of learning to learn, losing it to its
traditional bias enciclopedista that if it was already obsolete for the
post-war society, is even more today. This usually requires changes already
mentioned s in higher education, be
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