* José Ramos Bosmediano, educator, member of the Social Network for Public Schools in the Americas (Red SEPA, Canada) former Secretary General of SUTEP (Peru)
On the eve of the end of the second government APRA in Peru, President Alan Garcia has decided to overwhelm the Peruvians with a propaganda campaign across all media, Announcements paid and personal interventions inaugurations of public works, which reads "prove" that it is conducting an "education revolution" will lead us to become the leaders of South American countries, preaching, discipleship native of the neoliberal era of knowledge , also in Peru!
His prediction of some educational policies implemented since 2006: evaluation and teacher training, public career teachers with "meritocracy", to municipal education, creation of "flagship schools" and a "dorm" in Huampani, school buildings "flagship" building of new public and private universities and "new" curriculum for basic education since 2009.
The leafy propaganda of the alleged revolution in education has a scenario, however, an embarrassment to his government: the obvious moral putrefaction of his party and his government, against a backdrop of economic and social policies for the benefit of transnational corporations and the detriment of working people and the people, not to mention the plundering of natural resources. It is very easy to understand the incompatibility between a corrupt, unpopular and submissive (anti-national) and the realization of a "revolution educational. "
tried to synthesize these policies and their true background and distracting neoliberal deluge of immorality against the administrative from the heights. Standardized evaluation and training
redundant
We're not sure of the professional identity of teachers called out in TV ads talking about the great significance of teacher training promoted by the Ministry of Education. A true teacher, capable and worthy deontologically could not lend his image and voice to advertise a particular educational policy. That sounds like an additional payment, in itself, demeaning, as a teacher what to ask for is to be remunerated properly to live and work with intellectual and moral solvency.
teacher training which boasts the APRA government is not above the mediocre training by the Fujimori PLANCAD the name, and much less than that given the government of General Velasco in the early 70's. The monitoring is called, just, just part of those charged by schools to accomplish the work and to justify the fixed-term contract. On the other hand, a teacher training schedule that extends over the teaching job after serving the school day, can only produce more stress on teachers, already overwhelmed by their difficult living conditions.
Evaluation standard has already been tried by experts and has nothing to do with a real scientific assessment, teaching, systematic, ongoing, comprehensive trainer and promoter of the teaching profession. This is an assessment of partial knowledge and outside the own teacher performance in classrooms with standardized tests developed empirically, cleverly edited and used deceptively. This is an outside assessment of teaching practice, which starts from a bias: all teachers are "stupid", but those who manage to pass the assessment programs become, ipso facto, the "best", immediately after learning the result.
His prediction of some educational policies implemented since 2006: evaluation and teacher training, public career teachers with "meritocracy", to municipal education, creation of "flagship schools" and a "dorm" in Huampani, school buildings "flagship" building of new public and private universities and "new" curriculum for basic education since 2009.
The leafy propaganda of the alleged revolution in education has a scenario, however, an embarrassment to his government: the obvious moral putrefaction of his party and his government, against a backdrop of economic and social policies for the benefit of transnational corporations and the detriment of working people and the people, not to mention the plundering of natural resources. It is very easy to understand the incompatibility between a corrupt, unpopular and submissive (anti-national) and the realization of a "revolution educational. "
tried to synthesize these policies and their true background and distracting neoliberal deluge of immorality against the administrative from the heights. Standardized evaluation and training
redundant
We're not sure of the professional identity of teachers called out in TV ads talking about the great significance of teacher training promoted by the Ministry of Education. A true teacher, capable and worthy deontologically could not lend his image and voice to advertise a particular educational policy. That sounds like an additional payment, in itself, demeaning, as a teacher what to ask for is to be remunerated properly to live and work with intellectual and moral solvency.
teacher training which boasts the APRA government is not above the mediocre training by the Fujimori PLANCAD the name, and much less than that given the government of General Velasco in the early 70's. The monitoring is called, just, just part of those charged by schools to accomplish the work and to justify the fixed-term contract. On the other hand, a teacher training schedule that extends over the teaching job after serving the school day, can only produce more stress on teachers, already overwhelmed by their difficult living conditions.
Evaluation standard has already been tried by experts and has nothing to do with a real scientific assessment, teaching, systematic, ongoing, comprehensive trainer and promoter of the teaching profession. This is an assessment of partial knowledge and outside the own teacher performance in classrooms with standardized tests developed empirically, cleverly edited and used deceptively. This is an outside assessment of teaching practice, which starts from a bias: all teachers are "stupid", but those who manage to pass the assessment programs become, ipso facto, the "best", immediately after learning the result.
Public Educator
without labor rights based on assessments of skills and trickery and poor, respectively, the so-called "public career teachers" established by Law 29062 only offers a higher wage to those who manage to climb the levels proposed promoting the rise of no more than 10% of teachers at levels IV and V, in which the "high" wages are calculated for those working 40 hours per week, per month. Reach these levels requires investing large amounts of money to get masters and doctorates, degrees confusing these with the proper performance of teachers in education basic hiding, in fact, the aim of increasing the clientele of private universities, whose academic requirements are minimal, not to apply a different rating.
public career that is making the APRA government does not guarantee economic and social rights of teachers. Deregulation scheme is a job for teachers. Each teacher who joins the new scheme is, like all rights, their salary level and does not have to demand better salaries to the state. This is the "meritocracy" that many ministers have been raised in the last 25 years. The deception is revealed best when using a new law authorizing other careers professionals integrated into the basic teaching force. We return to the same past, when there were no qualified teachers in sufficient number. To hell with education! This situation will worsen if successful the proposed formation of no fewer principals in administration and management courses for teachers "do not fight for pretending to be managers." The school management pedagogy outside!
Municipalization of education to spend less on education
This educational policy so disastrous for education in countries where it was applied from 90 of the twentieth century, and whose failure is not delivered or the "example Chile "is a resource budget to reduce education spending by the central government, not fill the gap by the municipalities in charge of educational administration. Has nothing to do teaching or the so called "quality" education. It is also an effective means to deregulate most of the teaching profession, eliminating much of the employment relationship with the state. There are few municipalities that naive euphoria welcomed the administration of education, but immediately began to discover that the money offered by the Ministry of Education did not come. When making a decision without knowing a problem, nor is education, can be misled, believing the money for education will come in spurts from the Ministry of Economy and Finance. Let him tell the Chileans who experienced the abandonment of 5 000 municipal schools and privatized by Pinochet. Schools
emblematic dorm
already said in an article devoted to schools emblematic creation means only a demagogic policy, seeking the investment that favors a school population does not even reach 5% of it, appears as if it were a policy of universal education in Peru. The truth is still not enrolled 2 million children and adolescents and 95% of those enrolled, study in poorly equipped schools. Neither more nor less than did the General Odría between 50 and 56 of the last century: a dramatic turnaround on large school, which only got there, leaving intact the educational system in crisis.
The "dorm", whose director is part of the cluster of private education in Peru, is nothing but copies of the colleges imposed by Spain to its colonies, devoted to form Creole colonial elite in their own country. Currently in Spain, whose education is in crisis despite reforms begun in 1992, colleges abound assigned to certain private and some public universities, dedicated to training future college students, at the same university that fosters. Clearly the goal of segmenting the training of children and adolescents in Peru, the populist appeal of the "best students" from the past 3 years of secondary education. It is not hard, knowing the behavior of the APRA, deduct proselytizing objectives through the selection of teachers and the political education of students through the "hall" of Huampani.
investments in school infrastructure
shocked to see that children are used to demagogic propaganda that overstates the construction of new infrastructure in the flagship schools. In this field, Fujimori was higher with their openings daily, so applauded by the media addict and not a few liberal politicians in those years. At least you did not use students for their political ends, as it has done to President Alan García.
Peru requires a new educational infrastructure, not only in a few schools. Required to build and reconstruct the entire national territory. What appears as a "great investment" today is but a tiny proportion of what is required. On the other hand, more spending by involving the new educational infrastructure spending is not permanent, as it is devoted to maintenance, operation of equipment and salaries for workers in education and ongoing training. With the fanfare that plays the APRA government to show its few school buildings, hidden, in fact, abandoning the public school as a whole and the systematic reduction of the national education budget.
And the creation of new universities?
Alarmed by the existence of nearly 100 universities in Peru, number more than those in most populous countries with a higher academic level than ours, some politicians and academics, said nothing when in 1996 the Fujimori government enacted Legislative Decree 882, have begun to challenge the authorization for the operation of new universities. How is it possible that lawmakers of all political forces in the current Parliament of Peru, to agree ("consensus", say) to save the unscrupulous Fujimori Carlos Rafo and others of the same ilk, but they can not even discuss the repeal of the Decree 882, the master key to the privatization of education to continue their march indefinitely?
The APRA, so busy in organizing the illegal sale of land assets, do not remember what his former teammate Luis Alberto Sanchez managed to say in Parliament for the period 1963-1968 when there were proposals for new public universities had warned that not enough qualified teachers or for existing universities, making it incomprehensible to authorize new claim. The desire to get rich with private education and to campaign to the public, is leading to increased proliferation of universities.
What President Garcia is committed to its demagoguery when he talks about improving the quality of education and its "education revolution", with its symptomatic "forgetting" of Decree 882 and the need its repeal. And it can not be otherwise because the neoliberal project to privatize more education is part of their creed.
The "new" curriculum for basic education
Unable to break with the past Fujimori, the APRA government gave the national teaching a curriculum called "integral", whose content is copied, with minor changes, the curriculum of 2005, copy, in turn, of the proceedings since 2001, and this one, playing the "new approach" Fujimori, 1995
With the same constructivist, it is "overcome" the criteria of competence with the objectives, but not clearly define the two concepts, leading to serious confusion in those who develop the curriculum in the classroom, teachers. Teacher training is based on constructivism, whose failure has also been the subject of separate analysis in Latin America.
What else can we ask a government whose Minister of Education is nothing but an employer of private education, an activity that has nothing to do with pedagogy, programming except the powers of his college entrance exams and pension scales to ensure the average profit rate per cycle? In recent years, the real Minister of Education is the President Garcia, who is the that "based" educational policies being applied.
individualism, pragmatism, efficiency and production-are the "large" values \u200b\u200bcontained in the current curriculum since 2009.
If so, what is a revolution in education?
From the standpoint of social science, the term revolution is used to describe deep and comprehensive changes in the social structure of a country and, exceptionally, in the field of science and technology, ie the transformations that occur in human productive forces. A revolution is characterized by its integral or integral markedly. Not just any change, for more important it may be. When social scientists talk about education revolution refer to changes preceded by structural transformations which they depend, so that, without them it would not be possible to understand, as occurred after the triumph of the French Revolution, or after the Revolution 1917 Russian, or Cuban, 1959, just to name a few.
What elements could be supported by the "education revolution" referred to President Garcia? "In the primary-export economy, the GDP growth number with a command of the export of minerals, in trading currency movement generated by supermarkets aliens, money laundering that involves nearly a third of the currency, in the process of the corruption it generates large private fortunes, or lack of science and technology policy in Peru? Nothing more demagogic approach to the flagship schools and colleges and other educational policies mediocre are marching to the "knowledge society."
Not to prolong this text say that theory of the "knowledge society" masks the reality that those who manage the finances, the big industry, big business and services on a global scale are the same ones that dominate research science and technology in the service of the interests of transnational corporations. There is therefore a knowledge society. What you need is a society dominated by the capitalist mode of production, in which intellectual property in the service of neoliberal globalization.
In any case, in the process of transformation of the productive forces from a revolutionary perspective, must develop an educational process to promote such changes. But that can not make a government like Mr. Garcia, who defends, rather, the permanence of capitalism.
Iquitos, May 17, 2010
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