Cinthia L\u00f3pez, ABC Color.<\/a><\/p>\nLe Forum pour le Droit \u00e0 l’\u00c9ducation a organis\u00e9 une conf\u00e9rence : \u00ab\u00a0L’\u00c9ducation Publique en Am\u00e9rique Latine et au Paraguay : Enjeux et Points de Vue\u00a0\u00bb qui s’est tenue dans les locaux du Service Paix et Justice du Paraguay (Serpaj-Py) avec la participation sp\u00e9ciale de la Br\u00e9silienne Camilla Croso, coordinatrice g\u00e9n\u00e9rale de la campagne latino-am\u00e9ricaine pour le droit \u00e0 l’\u00e9ducation (CLADE) et pr\u00e9sidente de la Campagne Mondiale pour l’\u00c9ducation.<\/p>\n
\u2013Certains parlent d’une crise de l’\u00e9ducation. Mais, qu’y a-t-il exactement en jeu ?<\/p>\n
\u2013Plusieurs choses. La premi\u00e8re est d’ordre essentiel : c’est la connaissance m\u00eame de l’\u00e9ducation qui est en jeu. Par exemple, quand on voit les politiques de privatisation de l’\u00e9ducation, on se rend compte que la privatisation n’est pas seulement un ph\u00e9nom\u00e8ne o\u00f9 l’\u00c9tat s’\u00e9carte ou innove dans le secteur priv\u00e9 mais \u00e9galement que l’id\u00e9ologie de ce secteur intervient dans la logique des syst\u00e8mes publics.<\/p>\n
De ce fait, ce qui est en jeu, c’est le fait de se demander : vers quel syst\u00e8me \u00e9ducatif nous dirigeons-nous ? On peut se r\u00e9f\u00e9rer aux trait\u00e9s des Droits de l’Homme ou \u00e0 des principes proches de ceux des institutions financi\u00e8res multilat\u00e9rales qui insistent sur le fait que le but ultime de l’\u00e9ducation, c’est l’emploi.<\/p>\n
\u2013Vous avez d\u00e9clar\u00e9 qu’il fallait bien reconna\u00eetre que l’\u00e9ducation est un march\u00e9.<\/p>\n
\u2013Ce n’est pas ce que je veux dire. Je dis que la tendance actuelle, en Am\u00e9rique Latine et dans le monde, c’est d’affirmer que l’\u00e9ducation est un march\u00e9. Le plus important dans cette lutte, c’est tout le contraire : l’\u00e9ducation est un droit octroy\u00e9 \u00e0 chacun mais dont le quotidien, la paix et le d\u00e9veloppement sont menac\u00e9s.<\/p>\n
Je pense qu’il est important de savoir faire la distinction entre les diff\u00e9rentes tendances. On ne peut pas dire que l’Am\u00e9rique Latine soit en train de r\u00e9gresser. Ce qu’on observe actuellement l\u00e0-bas, et dans le monde, c’est que nous sommes assez forts pour d\u00e9battre de tout \u00e7a et qu’il y a de puissants acteurs qui vont dans le sens de cette pens\u00e9e tr\u00e8s r\u00e9ductrice de l’\u00e9ducation. J’ajouterais qu’il y a un autre point important relatif \u00e0 la gestion d\u00e9mocratique.<\/p>\n
\u2013Comme la d\u00e9mocratisation des \u00e9coles ?<\/p>\n
\u2013La d\u00e9mocratisation des processus de prise de d\u00e9cisions dans le secteur de l’\u00e9ducation. La gestion d\u00e9mocratique est un principe et une pratique qui doit intervenir depuis la racine des \u00e9coles (micro) jusqu’\u00e0 l’\u00e9laboration des grandes politiques publiques (macro). C’est un point essentiel. Nous avons en effet le sentiment que c’est un enjeu \u00e9norme en Am\u00e9rique Latine et dans le monde. Il existe des espaces institutionnalis\u00e9s o\u00f9 la population concern\u00e9e par le syst\u00e8me \u00e9ducatif peut d\u00e9battre de la d\u00e9finition des politiques publiques \u00e0 tous points de vue (micro et macro). La gestion d\u00e9mocratique a \u00e9galement son importance \u00e0 l’\u00e9cole. Les \u00e9l\u00e8ves, les enseignants, tous les employ\u00e9s du secteur de l’\u00e9ducation, de pr\u00e8s ou de loin, les parents, etc. peuvent prendre part \u00e0 ce d\u00e9bat sur l’\u00e9ducation, \u00e0 ce projet politique et p\u00e9dagogique qui touche les \u00e9coles. C’est en effet un autre enjeu \u00e9norme.<\/p>\n
Il y a encore beaucoup \u00e0 faire. Comment pourrait-on d\u00e9finir ces politiques publiques ? Il faudrait adopter le point de vue de la population.<\/p>\n
\u2013L’un des th\u00e8mes de ce d\u00e9bat est la question de l’enseignement, le fait que les \u00e9l\u00e8ves sortent de l’\u00e9cole sans savoir lire ni \u00e9crire.<\/p>\n
\u2013Je pense qu’il s’agit l\u00e0 d’un mod\u00e8le d’\u00e9cole-usine, d’\u00e9l\u00e8ves standardis\u00e9s avec des professeurs pas tr\u00e8s inventifs qui ne font que suivre ce qu’on leur dit de faire. Ce syst\u00e8me d’\u00e9cole-usine est un obstacle \u00e0 la pens\u00e9e qui touche directement les \u00e9coles.<\/p>\n
Afin de pouvoir juger de la formation des enseignants, il faudrait justement revoir leur curriculum<\/em>. Alors, comment enseigner ? Au sein des \u00e9coles, le fait de penser et l’apprentissage sont essentiels. On peut y d\u00e9battre des contenus des apprentissages comme le comportement, les principes, l’\u00e9thique et la mani\u00e8re dont il faut interagir ensemble : ce sont en effet des apprentissages tout aussi fondamentaux.<\/p>\nTraduction de l\u2019espagnol\u00a0: Eva Delacoute<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"L’\u00e9ducation a toujours \u00e9t\u00e9 un sujet de d\u00e9bat. En effet, comme l’a d\u00e9clar\u00e9 Camilla Croso, coordinatrice g\u00e9n\u00e9rale de la campagne latino-am\u00e9ricaine pour le droit \u00e0 l’\u00e9ducation (CLADE) en visite au Paraguay : toutes les politiques sociales sont des processus en…<\/p>\n","protected":false},"author":834,"featured_media":18471,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[86,156],"tags":[858,857],"class_list":["post-19387","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-amerique-du-sud","category-interview-fr","tag-ecole","tag-education-fr"],"yoast_head":"\n
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