About Education

The Power of the School: "A Libertarian Education?





(Rethinking Hugo Zemelman and Estela Quintar)





Orlando Lozada



Gnral Sec. Student Center VCU School Education







It is well known to all that from about 1940 the man was subdued, and subjected minimalized subordinate to groups. The individual itself, if intervened in the propulsion of these changes, but it was not the protagonist, while education was not important, because it was "a generator of individuals? and did not have the category of "generating great social transformations? 1. In my view, the current education seems to be taking other courses, of course, education as reflected in the school institution. Many people (and political) who see education as a generator body changes and as an institution thus threatening those in power, but per se, she is not able to generate such changes, so it is more vulnerable to the submissions of large groups for which it serves.





If, as Zemelman explaining that the individual has taken a back seat and that education is itself an adjective of that, but I still think this has been changing after the passage of time, but progressively but rather degenerative nature, as the ruling elites to have an awareness of the importance of education invested in relation to access and retention of power, (taking into account that in this global society, who wields power is not only who possess the necessary economic forces, but also those who hold in their hands the information and thus the generation of knowledge) education itself has come to subjugate the very being whom she served: The Man. We do not see the benefit to education of a man except the man at the service of the school, and it does not serve society, but the dominant groups: either the state or industry. Then you do not see the guy in the background explains Zemelman, but as a third and even fourth plane.





The second aspect which struck me, but still this same vein, is the reflection which comes Zemelman, where it states that the reality can be constructed in various shapes and orientations break




Sequentially in the same thread of ideas, Estela states that she looks Quintar education as a process of training and actual field transformation. Part from the point of pain and historical consciousness-raising mechanism and context of teaching. Attacked a euro centric education system, demand a civilizing education system strives to create an individual "should be? and "is? under the guidance of the State which was not based on form, but to create subordinate minds and molded to certain interests, and that in that same process of modeling, it was necessary self-castration of thoughts that restrict the possibility that these individuals create their own bases realities of their experiences, aspirations and historical consciousness (what is called teaching bonsai). It is at this point that the idea for a new social contract for education, because education is stained and polluted of certain factors that run counter to what is expected to make education and its fundamental principles. Education is forming, creating realities and subjects (subject upright [which is what ought to be]) but how do you create the new social contract for education?





Here's an interesting point, which can be born the thesis proposal, head toward anarchism in education (pedagogy Libertarian). All the above can serve as bases and foundations on which to sustain or support the new educational paradigm based on liberating pedagogy. And which agrees to some edges with the proposals made by Hugo Zemelman and Estela Quintar.





The first paradigm is, "education as a process of liberation and empowerment of the subject? Unlike modernism, which valued the social, the collective before the individual, we seek a process of humanization of the process, and based on the liberation of the individual will automatically be reflected to the social. Where the school is an organism where Being from their experience and aspirations to build a really free.





Another important point is: "to end the scholarship? which I like to call "acadominismo it, that institutions are only prevailing pregnant and ineffective rules, rules that restrict freedom of Being, which dominate minds by making them slaves, which restrict the subject's creative and critical thinking human and judiciously. To make them independent of any repression or power elements that respond to interests outside the will of men (namely State, Religion and Industry).





Finally, suffice it to say: "the pursuit of historical memory? can not be free and subject to being subject knowledge or 'truths? Anglo euro centric or that subordinate and destroy other social and cultural forms of life and this is not enough bad dare call "people without history?. We can only understand our reality and know what we are and where we go, if we know our origin, to be aware of our past and know who we are and where we go, it is impossible to act passively to domination, and so be free.





Showing Zemelman vision and Fifth, and this coupled with the libertarian vision of pedagogy, I'm at the point of mystery I mentioned earlier as threats and aberrations of this vicious circle. Wanting Quintar Zemelman and propose a new social contract for education, social is proposing another method (which is opposed to that previously [Could we say that until he fell into another determinism?]) And that just makes us think that way could return to modernism. When it comes to contract, thus referred to new rules, new rules, new parameters, and had we not made it clear that these parameters to be suppressed?, And this desire to create a being straight, are we not equally applying a bonsai pedagogy but on another level, the parameterized under the rules of the new social contract?





With these questions, the answers are born anarchists regard to education: the non-application of rules limiting the Self in its full development, the abolition of any mechanism to exert power and so the school is an organism antiseptic political, religious or business . (Because we know that the power and laws are the main sources of corruption and aberration of man). But all these Who would put education and based on that structure? The answer would be the society itself through its historical knowledge and interests contextual reality of the subjects.





But this is another chance for thorough review, and we must ask: What is society that will educate individuals?, Does today? Will the corrupt society, unconscious and shaped by the subject at all? So not only have to change the current educational structure, but also society itself. And only just look at the process of social paradigm changes we want to change subjects so it is right for us (because what we are currently not is right) are not necessary to impose a new "right? (And finally ... what is right?) And want to transform this society, that reality in a world of freedom and human autonomy are not curtailing freedom itself also the self that is not now known, but wound that does not want to be ...?







Analysis of "Pedagogy of the dignity of being"

(Jorge Rivas Diaz interview with Hugo Zemelman and Estela Quintar)



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