2023-11-14 10:33:25
The entire citizenry, and in particular the Education workers, are witnessing a social time in which individualism and anything goes is intended to be exacerbated.
These positions are directly related to the Pedagogy of Exclusion.
Teachers in non-optimal working conditions try to banish it in their daily work, in silence, in each pedagogical action, mostly and overwhelmed by external pressures and the lack of stimuli that should be permanent and cared for in their work. central for the educational development of the territory.
In each society, whatever it may be and in which each teacher lives, it is and will be more fair due to its model of production, accumulation and distribution of wealth. If this is done under principles of social justice, the distribution will undoubtedly be equal and the educational model will guide a Pedagogy of Inclusion. This is very visible in any of the Schools on a daily basis. I don’t need to go into details. The differences are observed and even more so when the State is not present in the provision of essential inputs to solve daily food, among others.
Now, Education is part of the process of distribution of knowledge, as it is also part of its production and accumulation. Hence the importance of the existence of Public Education, its improvement, expansion, more schools of optimal size in terms of number of students so that entry, permanence and graduation are real elements of accumulation of social knowledge and decrease of injustices, progressively reversing the tremendous forms of exclusion and discrimination suffered by an important part of society.
The recognition of Public Education in all its levels and modalities, Science and Technology is essential and has been demonstrated throughout history since the appearance of the first National Education Law No. 1420 (year 1884) and until the current Education Law No. 26206 (year 2006), the advances, their progress and also setbacks.
In the period of the 90s, which today Milei (as a far-right candidate) intends to re-establish, the voucher policy appeared, of tariffs at all educational levels and of everyone doing as they can, fully receiving the support of the State. That is to say, the motto of that international organization, everything is bought and sold, tried to generate the abandonment, among other aspects, of the technical schools and in fact they were closed, accompanied by hatred towards the workers and it was crudely shown that The supposed productive and labor revolution of Menemism was not such, because what was important, at that time and for that sector, was the service policy and not production, industrialization and growth in real development. Then the cuts followed along the same lines, which led us to the disaster of 2001.
Educators aim to universalize education and this implies more children, adolescents, young people and adults in more and better schools with the inalienable slogan of free education. What Milei proposes is not only fewer schools, but also fewer students and going directly from free education to the business of education, which some national and international corporations will benefit from and surely related to them.
To advance in the direction of deepening basic and higher education in our country has always been difficult for us as teachers and as a union organization, because the vast majority of government sectors analyzed education as an expense and not as a permanent investment. It is enough to observe the advances and setbacks every time an attempt was made to carry out serious and profound transformations, the budget is never there. This error must be corrected once and for all, not in the style of Milei who intends to destroy everything and allow everyone to save themselves. We will come out with more budget, which accompanies policies of improvements in education for all, which is not a verse, with a budget that covers everything that means the real functioning of the educational system in its pedagogical, administrative, social, philosophical, political, food, salaries, positions and structures that guarantee school functioning.
Without a doubt, this policy will be a Pedagogy of Inclusion. What Milei proposes and spits out is a clear Pedagogy of Exclusion, because for them practically people are not human, and if they do not act in the sense of individually achieving what they need, they will not be. Exclusion because they encourage permanent competition, because the essence for neoliberalism is the market and therefore everything is resolved in that area of exchange, where the individual is happiness and must be recognized in the labor market, education, and health care. , in security, in retirements, in everyday life and usufruct of everything. Hence, for this model, the sale of organs, boys and girls, non-regulation by the State, etc. appears as natural.
All of this imposes an Education model that must be clearly one of exclusion. That is why for Milei, nothing that is done in the School will work and the educational model must obey strategies of individualism, that whoever can save himself, that the other does not exist, that everything must be paid for, that the State annoying and that schools will be for a few and the rest do not need it since thinkers like Hayek, Mises and Rothbard, ideologues who guide the teachings of the right-wing candidate, order them that there is no society in itself, that individuals act to satisfy strictly individual needs and desires, hence knowledge and learning will never be collective. That’s why they hate constructivism. They do not accept planning because they say it restricts the freedom of the individual.
In short, the State is for this candidate, Milei, “a machinery of crime and institutionalized aggression”(1) and those of us who defend Public Education state that the State, in all its dimensions “has the main and non-delegable responsibility for provide comprehensive, permanent and quality education for all the inhabitants of the Nation, guaranteeing equality, free and fairness in the exercise of this right, with the participation of social organizations and families”(2), knowing that “Education and knowledge are a public good and a personal and social right, guaranteed by the State”(3).
* Teacher, Former Secretary General of Unter Río Negro.
(1) The Moral Rank of relations with the State – 1995- Rothbard.
(2) Section 4 of National Education Act 26206
(3) Section 2 of National Education Act 26206.
1699958695
#Pedagogy #exclusion
