subject: Trying to understand the educational pauperization in Argentine [print this page] Trying to understand the educational pauperization in Argentine
In Argentina, the existence of the political thought of neoliberalism - in the practice - bears to contradictions giving place to a State with scarce commitments with the society, concentrating the power on dominant groups, coinciding with Paulo Freire" () I don't reject the bourgeois things, but the bourgeois conception of the life (...)" (FREIRE: 1970), this leads to a marked denationalization , and the school it is not waterproof to the intensity of socio-economic changes and the successive crises, product of this mark, being visualized today the existence of processes of growth and popularity in the school, but like E. Tenti-Fanfani expresses: " (... ) several factors that act like control to this expansion. Some have to do with the characteristics of the offer (or their flat and flat nonexistence) and others with the necessary social conditions to sustain the attendance to the school of adolescents and young, especially, in crisis contexts and social exclusion (...)" (TENTI-FANFANI: 2003), this would bear to a misrepresentation of the didactic and institutional strategies because you difficult restitution to face the new problems in our country, not observing the visualization of the true purpose and sense of the education in the youths, it is so" (...) in this situation where all the inequalities (economic, social, political, cultural, ) they spread to be accentuated so much in social and territorial actors' terms as institutional, it is senseless to propose an educational politics centered fundamentally in the energy that emanates of the calls initiatives of the civil society or of the own institutions (institutional autonomy) (...)" (TENTI-FANFANI: 2003). In front of the heterogeneity of the school institutions they can be common features regarding the solution of problems: bigger quantity of inputs, recovery of the public school, educational justness, among other -; aspiring more to a power of social type where the State has been the main character that has deprived them of reaching this goals. It cannot refuse that the emergence of sharp problematic in the school environment, it is a phenomenon that is causing alterations in the socio-political dynamics and inequalities that are captured in the schools, like E. Tenti-Fanfani explains : " (...) the most subordinate social groups that suffer the most rigorous consequences in the social and economic crisis find big difficulties to sustain the attendance to the school of the new generations. A dangerous conjunction of sense problems (for what reason to go to the school, for what reason to learn that that there becomes trained, etc), of acting problems (absenteeism, failure in the evaluations, repetition) and of problems of shortage (that makes more attractive and more rational to carry out an activity that implies an entrance that to go to the school) it ends up interrupting the school career of the adolescents and poor youths (...)" (TENTI-FANFANI: 2003)
Before the enunciated unfavorable situations and that they are had " natural " it can behave like Phillippe Meirieu expressed to" (...) to collapse in the resignation; fearing being taken toward the destruction of the other one and of ourselves, we prefer to destroy in us all interest for the other one. We believe this way to escape but, in fact, we condemn ourselves at the same time to the immobility: when rejecting the education, we reject to the educable one and the educator, we give up the education (...)" (MEIRIEU: 1998) for it, I believe that to escape "from the trap" we could begin with the respect to the democratic norms, in way of to organize and to order our coexistence, in the educational context it would be vital to banish the educational inequity where the poorest sectors receive a pauperizated education that it impedes their maintenance in the system. We should learn of the crisis situations, of the errors, to eliminate the "pedagogies of the distrust", evidently the school without the presence of other organisms cannot solve all the conflicts, the State should be assumed as main responsible for its improvement, nets should be built, to place in act the sense because the school continues being a space where it is tried to understand, and to think, it should be able to generate critical thought, and this could begin to build it like Paulo Freire expressed " (...) for the creation and the recreation in us and in our places of work of those fundamental qualities that are those that will allow us to carry out our dreams (...)" (FREIRE: 1970).
