Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools

By Laura Randall; Joan B. Anderson | Go to book overview

methodologies; contents that are significant and placed in an appropriate context; continuous training of teachers; emphasis on collective teacher and student work; and incorporation of the family and community into the school community. These are some of the pillars that sustain the new proposals, with the aim of providing quality education for all. It seems that the country has taken account, finally, of the fact that the place of children is in school and that unlimited efforts should be made in order to turn the school into a competent and agreeable institution that is attractive to its clientele.

We know that educational reforms do not take place on paper, but in the classroom. It is indispensable that changes take place, primarily, in the minds of both educators and the community itself. Above all, it is necessary that conditions of greater relevancy be guaranteed: the establishment of teaching careers and adequate salaries, in order to give incentive to current teachers and attract new and good teachers; an agreeable and healthy school environment, with a reasonable number of students in the classroom; libraries and teaching equipment and technology brought up to date and present in sufficient quantity; an increase in the length of the school day for students and teachers (little can be done with shifts of three and a half hours). Without this, no proposal of teaching and/or curricular modification will give a good account, truly, of promoting quality education.


Bibliography

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Althusser, L. 1971. "Ideology and Ideological State Apparatuses." In Lenin and Philosophy and Other Essays, pp. 172-186. New York: Monthly Review Press.

APEOESP (Sindicato dos Professores do Ensino Oficial do Estado de São Paulo). 1997. "As inovações introduzidas pela Secretaria de Educaçõo do Estado de São Paulo." Caderno de Forrnaçõo no. 5 (November).

Baudelot, C., and Roger Establet. 1971. L'École capitaliste en France. Paris: Maspero.

Bourdieu, P., and J. C. Passeron. 1977. Reproduction. Beverly Hills: Sage.

Bowles, S., and H. Gintis. 1976. Schooling in Capitalist America. New York: Basic Books.

Brasil, Ministério da Educaçõo e Cultura (MEC). 1996Ý. Lei no. 9394/96; Lei de Diretrizes e Bases da Educação Nacional de 20/12/96.

`. Secretaria de Ensino Fundamental (SEF). 1997. Parâmetros Curriculares Nacionais (la à 4a série). Brasilia. Freire, Paulo. 1986. Pedagogy of the Oppressed. New York: Continuum.

Governo do Estado de São Paulo. Secretaria de Estado da Educaçõo. 1997. A escola de cara nova. São Paulo.

Instituto de Pesquisa Econômica Aplicada. 1996. Relatório sobre o desenvolvimento humano no Brasil. Rio de Janeiro, RJ: PNVD. Brasilia, D.F. IPEA.

Pernambuco. 1997. Plano Estadual de Educaçõo -- Secretaria de Educaçõo e Esportes. Relatório 1995-1996, January.

`. Secretaria de Educaçõo e Esportes. Plano Estadual de Educaçõo 1996-99.

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Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Tables and Graphs ix
  • Acknowledgments xiii
  • Part I - Introduction and Overview 1
  • References 22
  • Notes 31
  • References 31
  • References 42
  • Note 50
  • General References 51
  • References 59
  • Part II - Basic Education Systems 61
  • Notes 73
  • General Bibliography 73
  • Notes 87
  • References 101
  • Notes 116
  • References 117
  • Part III - Repetition and Dropout: Measurement and Programs 119
  • Note 140
  • References 140
  • Notes 150
  • References 150
  • Notes 161
  • References 161
  • Bibliography 174
  • Part IV - Decentralization 177
  • Bibliography 199
  • General References 209
  • Notes 225
  • General References 226
  • Part V - Curriculum 227
  • Bibliography 244
  • Bibliography 255
  • Part VI - Teaching Conditions: Training and Salaries 263
  • Notes 275
  • References 275
  • General References 289
  • Note 299
  • General References 300
  • Notes 307
  • Biblography 307
  • Part VII - Conclusion 309
  • About the Editors and Contributors 317
  • Index 325
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