Education for participatory democracy promotes social reform in Brazil

Although there is near universal agreement on the importance of human rights, many people in both rich and poor countries remain socially excluded. They may have the formal status of citizens without being able to practise effective citizenship. How can education encourage active political participation to help bring about social justice for all?

Withthe rise of the ‘globalised world’, the concept andidentity of the nation-state is increasingly being challenged, forcing peopleto reconsider traditional views of what it means to be a “citizen”. Educationis viewed as having a central role in tackling these issues. Citizenshipeducation has long been taught in schools around the world and in some countriesit is being reintroduced. However, many conflicting views exist on the contentof such courses and what exactly “citizenship” is.

For instance,for citizenship to be effective, should the state develop civic virtues in itscitizens or simply inform people of their rights? Can a state exist as aunified nation if its citizens develop critical and autonomous attitudes? Withincreasing globalisation, the idea of the globalcitizen is challenging national citizenship, while local identity has grown inimportance. Should citizenship assume equality among all citizens oracknowledge certain social groups are discriminated against?

A studyby the University of London’s Institute of Education looks atthese four main conflicting viewpoints in relation to a case study in the localmunicipality of Pelotas, a large town insouthern Brazil, whichintroduced educational initiatives based on participatory democracy during theperiod 2001 to 2004.

The studyfound that the Pelotas approach:

• aims to address Brazil’shistory of authoritarianism and political exclusion and to provide theeducation to which all citizens have a right
• reflects the principle of participatory democracyin the planning and development of its policy
• is characterised byextensive social, political and civil rights as well as active participationand collective organisation
• focuses on universal values but allows some roomfor difference
• aims to empower citizens to defend their rights andto participate politically
• encourages criticalattitudes towards authorities and allegiance to the people rather than the nationor city.

Thisapproach is not an attempt to defend the legitimacy of the existing governmentbut rather to create a new society with full, active citizenship for all. Itchallenges the theoretical debates in the literature in three main areas:

• Given Brazil’s history of political exclusion, participationis viewed as a question of rights: exclusion was addressed by changingstructures rather than by encouraging working-class people to be responsibleand participate.
• Citizenship in Pelotas is not seen as an allegianceto a geographical or ethnic area, but to the community of people, or thesociety that people live in. A good citizen is someone who defends rights and seeksjustice for all rather than working for the glory of the “fatherland”.
• Good citizenship, therefore, does not mean unquestioningallegiance and so schools do not need to develop conformity to policies thatpromote the glory of the nation. People need a sense of justice and to becritical to ensure that the principles of justice are upheld.