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By Danilo R. Streck

A brand new Social agreement in a Latin American schooling Context is dedicated to what has turn into referred to as “perspective of the South:” figuring out the South now not as a geographical reference yet as a vindication of the lifestyles of how of figuring out and of residing which fight for his or her survival and for a sound position in a global the place the dignity for distinction is balanced with the best for equality. The metaphor of the recent social agreement stands for the need to ascertain one other international, which sarcastically can't yet spring out of the entrails of the prevailing one. might an identical agreement less than which the colonial orders have been erected function a device for decolonizing kin, wisdom, and tool? therefore, what sort of schooling might successfully aid constitution a brand new social agreement? those are a few of the questions Streck addresses.

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Additional info for A New Social Contract in a Latin American Education Context (Palgrave Macmillan's Postcolonial Studies in Education)

Example text

Among these themes there has already been the resistance to the dictatorship, the participation in the definition of the educational policies that would guarantee the right to school education, the revision of the epistemological foundations, and more recently the confrontation with the issue of cultural diversity. One of the great generating themes today is the construction of the public as a common good. This is verified in the breakdown of representative democracy and in the quest for complementation through forms of direct participation and through valorization of the community processes.

With education being included as a service within the agreements of the WTO (World Trade Organization) through the GATS (General Agreement on Trade and Services), the traditional role of the national states in organizing an educational system according to their own development polity can become definitively compromised. 9 One of the effects of this process is what can be called pedagogical consensus, on the lines of the consensus of economic policies. In 1989 the English economist John Williamson of the Institute for International Economics, Washington DC, used the concept Washington consensus to summarize some points that seemed consensual to promote the development of Latin America.

Success and failure depend on the competencies that each individual supposedly can acquire at any moment in his/her life. The first observation is that this responsibilization is disconnected from the conditions to effect insertion in society. We see how compensatory strategies such as the family grant or payment of a grant for students who pass can minimize the problem, but are far from providing a more definitive solution. The second is that competency cannot be seen as a merely personal attribute.

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