outras leituras

(...)Apple argues that rightist claims to meritocracy can operate in precisely theopposite way in practice, often benefiting those who already hold advantagesin society, with the school curriculum a battleground. In addition, these battlesare often ideological, with little empirical basis. Therefore, one of the keytasks of critical education, Apple argues, is an empirical one – making researchpublic in order to ‘interrupt’ dominant educational discourses – in the media,academic and professional domains and in everyday life. He gives the exampleof the ‘Educational Policy Project’ as an example of such an initiative that hasdeveloped over the past decade. This project consists of a group of educatorsand activists who respond to material published by neo-conservatives and neoliberals,often highlighting methodological flaws in the research. Apple alsodraws on work conducted with Paulo Freire in Brazil, looking at initiatives promoting‘thick’ versions of democracy. The importance of thinking creativelyis advocated by Apple – for example considering ways that religious commitmentsmight be mobilized for progressive ends. He notes that we often witnesstactical alliances between groups with often quite different ideological positions,although he warns that this must be approached cautiously.Texto integral