O orçamento participativo das escolas um espaço de construção da democracia?
Article Sidebar
Main Article Content
Abstract
This article frames and discusses, in first section, the School Participatory Budget, a public programme carried out in Portugal since 2017, in the scope of international studies on the development of this methodology, as well as of educational research on the relationship between Public School and Democracy. Secondly, some results of the 5th edition of this initiative (2021) are pointed out, underlying that, even in a pandemic period, the programme involved hundreds of schools, in which students prepared proposals for its improvement and participated in polls. A greater impact was observed in the North and Center regions, as well as in lower secondary education. The students' proposals are analysed, revealing a predominance of those aimed at well-being and sociability, but with a relevant expression of those aimed at reinforcing physical and sport activities, digital resources, environmental sustainability and pedagogical innovation. The main argument is that such programme, as long as it is properly framed in the school's educational project and pedagogical practices, has the potential to promote democratic life, but a disjointed and/or distorted implementation can lead to a democratic deception and an increase in inequalities. Finally, some issues for future research and intervention are sketched.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.
How to Cite
References
Abrantes, Pedro (2003), Os Sentidos da Escola: Identidades Juvenis e Dinâmicas de Escolaridade, Oeiras, Celta Editora.
Abrantes, Pedro (2022). “Têm os Territórios Educativos de Intervenção Prioritária mitigado as desigualdades educativas e sociais?”, Cidades, Comunidades e Territórios, 45, 147-160 (DOI: 10.15847/cct.27404).
Abrantes, P., Lopes, A., & Baptista, J. M. (2018). The Schools Participatory Budgeting (SPB) in Portugal. In Nelson Dias (Ed.), Hope for Democracy: 30 Years of Participatory Budgeting Worldwide (pp. 469-476). Epopeia Records.
Aguirre, Arecia, & Schugurensky, Daniel (2017). La participación como elemento clave en las escuelas democráticas. Revista Reflexão e Ação, 25 (2), 46-83. http://dx.doi.org/10.17058/rea.v25i2.9884
Apple, Michael, & Beane, James (Eds.) (2007). Democratic schools: Lessons in powerful education. Portsmouth, NH: Heinemann.
Azevedo, Cristina, & Menezes, Isabel (2009). Transition to democracy and citizenship education in Portugal: changes and continuities in the curricula and in adolescents' opportunities for participation. Journal of Social Science Education, 9 (1), 131-148. https://doi.org/10.4119/jsse-435
Barroso, João (1995). Os Liceus: organização pedagógica e administração (1836-1960). Lisboa: Fundação Calouste Gulbenkian.
Brown, Andrew (2018). School Participatory budgeting and student voice [Tese de doutoramento não publicada]. Arizona State University.
Canário, Rui, Matos, Filomena & Trindade, Rui (Orgs.) (2004). Escola da Ponte: Defender a Escola Pública. Porto: Profedições.
Cunha, Michael (2018). Dinâmicas de participação das crianças: o orçamento participativo das escolas: estudo de caso [Dissertação de mestrado não publicada]. Universidade do Minho.
Dewey, John (1923). Democracy and education: An introduction to the philosophy of education. Macmillan.
Dias, Nelson, & Allegretti, Giovanni (2009). The variable geometry of Participatory Budgeting: which lessons from the new Portuguese explosion? In Daly, Katherine, Schugurensky, Daniel, & Krista Lopes (Eds.), Learning Democracy by Doing: Alternative Practices in Citizenship Education and Participatory Democracy (pp. 623-637). University of Toronto.
Falanga, Roberto (20). O Orçamento Participativo Portugal. In Mamede, Ricardo Pais, & Silva, Pedro Adão e (Eds.), O Estado da Nação e as Políticas Públicas 2020: Valorizar as Políticas Públicas (110-114), Lisboa, ISCTE-IUL.
Feito Alonso, Rafael (2009). Escuelas democráticas. Revista de Sociología de la Educación-RASE, 2(1), 17-33. https://ojs.uv.es/index.php/RASE/article/view/8611
Freire, Paulo ([1979]2014). Educação e Mudança. Rio de Janeiro: Editora Paz e Terra.
Venegas, Mar (2022). Os movimentos antigénero: A globalização de uma ameaça contra a igualdade e a democracia. In Abrantes, Pedro, & Lechner, Elsa (Eds.), Nós Globais: Investigações em Curso em Questões da Globalização (pp. 211-232), Coimbra, Imprensa da Universidade de Coimbra.
Gibbs, Norman, Bartlett, Tara, & Schugurensky, Daniel (2021). Does school participatory budgeting increase students’ political efficacy? Bandura’s ‘sources’, civic pedagogy, and education for democracy. Curriculum and Teaching, 36(1), 5-27. https://doi.org/10.7459/ct/36.1.02
Gross, Christiane, & Hadjar, Andreas (2016). Conclusions and Summary. In Hadjar, Andreas, & Gross, Christiane (eds.). Education systems and inequalities: International comparisons (pp. 335-342). Bristol University Press.
Hannum, Emily, & Buchmann, Claudia (2003). The Consequences of Global Educational Expansion. Cambridge, MA: American Academy of Arts and Sciences.
Leite, Analia, Rivas, José Ignácio, Cortés, Pablo, & Núñez, Claudio (2012). Voces para el diálogo: La participación del alumnado en un centro educativo. Forum: Qualitative Social Research Sozialforsching, 13 (3), 19. https://doi.org/10.17169/fqs-13.3.1881
Liebowitz, David, González, Pablo, Hooge, Edith, & Lima, Gonçalo (2018). OECD Reviews of School Resources: Portugal. Paris: OCDE. https://doi.org/10.1787/9789264308411-5-en
Lima, Licínio C. (org.) (1998). Por favor, Elejam a B: O Associativismo Juvenil da Escola Secundária. Lisboa: Fundação Calouste Gulbenkian.
Lima, Licínio C. (2014). A gestão democrática das escolas: do autogoverno à ascensão de uma pós-democracia gestionária? Educação & Sociedade, 35, 1067-1083.
Mattei, Giorgia, Santolamazza, Valentina, & Grandis, Fabio (2022). Design of the participatory budget: how to turn citizens into process protagonists. International Journal of Public Sector Management, 35 (3), 294-316. https://doi.org/10.1108/IJPSM-02-2021-0045
Moraes, Bianca, Mouraz, Ana, & Cosme, Ariana (2017). A participação dos alunos nos projetos de melhoria das escolas. Revista de Estudios e Investigación en Psicología y Educación, Vol. Extr., 5. https://doi.org/10.17979/reipe.2017.0.05.2824
Buele Nugra, Irene, & Vidueira Mera, Pablo (2018). Participatory Budget: a review of scientific research and its democratic implications from 2000 to 2016. Universitas, 28, pp. 159-176. https://doi.org/10.17163/uni.n28.2018.08.
Pais, José Machado (1993). Culturas juvenis. Lisboa: Imprensa Nacional Casa da Moeda.
Piketty, Thomas (2022). Uma breve história da igualdade. Lisboa: Editora Intrínseca.
Print, Murray (2007). Citizenship education and youth participation in democracy. British Journal of Educational Studies, 55(3), 325-345. https://www.jstor.org/stable/4620572
Ribeiro, Norberto, Neves, Tiago, & Menezes, Isabel (2014). Educação para a cidadania em Portugal: contributos para analisar a sua evolução no currículo escolar português. Currículo Sem Fronteiras, 14 (3), 12-31.
Silva, Nicolas Martins da, Sara Pinheiro, & Sofia Marques da Silva (2022). Culturas de participação de jovens: o caso das regiões fronteiriças em Portugal. Sociologias, 24, 268-301. DOI: 10.1590/18070337-112385
Sousa Santos, Boaventura de (2002). Orçamento participativo em Porto Alegre: para uma democracia redistributiva. In Democratizar a democracia: os caminhos da democracia participativa (pp. 455-559), Rio de Janeiro, Civilização Brasileira.
Sousa Santos, Boaventura de (2009). Os desafios da democracia participativa. Actas de Lisboa–III Encontro Nacional sobre Orçamento Participativo, 21-27.
Stoer, Stephen, & Dale, Roger (1999). Apropriações políticas de Paulo Freire: um exemplo da revolução portuguesa. Educação, Sociedade e Culturas, 11, 67-81.
Sundström, Mikael, & Fernández, Christian (2013). Citizenship education and diversity in liberal societies: Theory and policy in a comparative perspective. Education, Citizenship and Social Justice, 8(2), 103-117. https://doi.org/10.1177/1746197913483635
Torres, Carlos Alberto (2017). Theoretical and empirical foundations of critical global citizenship education (Vol. 1). Nova Iorque: Routledge.
Torres, Leonor Lima (2008). A escola como entreposto cultural: o cultural e o simbólico no desenvolvimento democrático da escola. Revista Portuguesa de Educação, 21(1), 59-81. https://doi.org/10.21814/rpe.13919
Van der Ploeg, Piet (2016). Dewey versus ‘Dewey’ on democracy and education. Education, Citizenship and Social Justice, 11(2), 145-159. https://doi.org/10.1177/1746197916648283
Vincent, Guy, Lahire, Bernard, & Thin, Daniel (2001). Sobre a história e a teoria da forma escolar. Educação em revista, 33, 7-47.