Re: coercion

=?iso-8859-1?Q?JO=C3O?= BATISTA MARTINS (jbmartin who-is-at sercomtel.com.br)
Fri, 19 Apr 1996 19:38:19 -0300

I liked much of any considerations about coercion in the
school...and will want to contribute whit the debate...

I think what or the teachers promove the authority or
"autoritarism"... I dont have doubt what the educational process is one
process where the children are restrained (reprimidas...) because they must
insert themselves in the human univers and this insertion pass by adult...
The problem is how this occur... We confront several problems when
we thinking the school: we defend what the educational process which occur
in the school must be democraty, what the school must listen the needs of
pupils, of their parents, of community, - of humanity.
The knowledge which is teaching in the school is one humanity
patrimony and the pupils must appropriate it as one tool to transform their
reality Thus, I agree whit Jay when he writes:

> Cultural transmission is to some rather large extent unavoidable, not just
in schools, but in life in a community. To operate in the community, you
need to learn to use its tools, recognize its norms (though not always
conform to them), participate in its cultural formations (activities, texts,
media, institutions),
master some of its roles, etc.

As teacher I think what we must offer the oportunity to pupils
exercice this knowledges in the comprehension of this reality, thus the
pupils will are the possibility of to remake (make new significance) to
theirs conditions...
I understand what this appropriation process must occur in the
colectivity os pupils, parents, community - the community can - and must -
to propose changes in the curriculum departure of its needs...


JOAO BATISTA MARTINS
jbmartin who-is-at sercomtel.com.br
UNIVERSIDADE ESTADUAL DE LONDRINA

ADDRESS:RUA RENE DESCARTES, 349
LONDRINA - PARANA - BRASIL
CEP 86060-600