How can school be fairer and more effective?

• Autor(a) principal: Crahay, Marcel
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos Cenpec (Online)
• Texto Completo: https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/202
• topic: Education. Equity.; Educational practices. Inequality at school. Equity. Teaching. Basic education.; Educação. Desigualdade. Equidade.; Práticas educativas. Desigualdade escolar. Equidade. Ensino. Educação básica.

Relying on a wide survey of researches and studies by major thinkers from the education domain, Marcel Crahay writes here about the relationship between ethical choices and educational mechanisms and practices which frame the teaching and apprenticeship process. The author deals with the kinds of mechanisms and practices which have achieved best results from the point of view of a fairer knowledge allocation. He analyzes the relationship between these practices an ethical principles of justice as well. He concludes that acquired knowledge equity, which is based on corrective justice principle, is the most appropriate pedagogical ideology for basic school because it considers various requisites researches have suggested to be necessary for apprenticeship for all, such as respecting distinct apprenticeship paces and the need for continued adjustment and changes in the teaching process, based on formative evaluation. Moreover, this pedagogical ideology takes into account scientific evidence of the non-existence of natural gifts, opposing to educational mechanisms and practices that provide unequal teaching opportunities because of the meritocracy principle.