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In this paper, through an exploration into our experiences as educators concerned with marginalized populations of learners in secondary and post-secondary settings, we argue for a pedagogy that brings together the realities of 21st century literacy practices with critical media literacy. We present a framework for teaching critical media literacy that addresses the complex facets of equity in 21st century literacy practices.

This article discusses ways in which the São Paulo human rights short film festival-"Entretodos" developed between 2013 and 2016. It considers the festival from the perspective of a coordinator and promoter, discussing its achievements within the socio-political context of this global city, and of Brazil more broadly, where there has been resistance to advances in human rights culture (HRC). Data from the festival gave rise to an analysis of the relationship between art and emancipation, which is presented here from a philosophical perspective. The author illustrates how the experience of hosting a human rights short film festival in São Paulo has led to the development of a municipal human rights education (HRE) policy and to the conviction that art and citizenship, including learning for citizenship, human right and conviviality, can go hand-in-hand. The article argues for a pedagogy of sensibility, which centres learners' humanity, as an approach to HRE. [This paper was translated by Norman Michael Rodi and Kavita Lamba. It was presented at the International Conference on Human Rights Education -- ICHRE (9th, Sydney, Australia, November 28, 2018).]

This paper contributes to the growing body of research on participatory democracy and the literature on associational democracy by exploring the impact that institutional reforms have on local-level configurations of civil society. In the 1980s a wide range of participatory experiments were initiated in Brazil, most notably Participatory Budgeting in municipal governance. Municipios that adopted PB in principle devolve much or all of the decision making on new investments to decentralized participatory forums. In this paper we consider the results of an eight-city matched-pair analysis conducted in 2004, in which we selected municipios that adopted PB in 1997-2000, and matched them with a similar municipio that did not in the same period, drawing from the full sample of municipios over 20,000 inhabitants. Building on relational theories of civil society, we show that PB has clear but limited effects on civil society. It moves civil society practices from clientelism to associationalism, but does not contribute to the capacity of civil society to self-organize, at least in the time-frame considered. We also show that this democratizing effect on civil society practices and networks is conditioned by pre-existing state-civil society relations. (Contains 5 tables and 3 notes.)

Critical Literacy (CL) has lately influenced English Language Teaching (ELT) in Brazil, mainly after the publication of the National Guidelines for High School Teaching, and several practitioners have started to use CL perspectives in their ELT contexts. Besides, CL and Critical Language Education have been the focus of much research in Brazil. Nonetheless, these alternative approaches have not yet made their way into testing and assessment. This paper focuses on the relationship of CL and English Language testing. First, we present an overview of important concepts in the area of testing and assessment in ELT. We also discuss important concepts of CL and other critical approaches to ELT. Then, we briefly discuss the possibility of using CL together with CA in English teaching. To illustrate, we summarize a course in ELT, which has used CL and CA at university level. Finally, considering tests as part of the social practices in educational contexts, we demonstrate that, just as CL may be used for Citizenship Education and Social Justice in English classes, the same approach should be used when testing, particularly due to the use of language as a tool for social reconstruction and critique for the exposure of inequalities. Principles for developing critical practices in testing and assessment are discussed along the paper. [ABSTRACT FROM AUTHOR]

Copyright of Direito da Cidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This paper aims to provide an overview of an expanded, workable conception of rural youth and adult education that will move Brazil closer to a fair, egalitarian society focused on human development. Design/methodology/approach: This research uses a qualitative bibliographic perspective, analyzing historical data extracted from bibliographic and empirical research on rural education – assumptions for thinking about lifelong learning for young and adult peasants – and education and learning for all throughout life. Findings: Education is critical in a democracy, forming the foundation of social, cultural and political citizenship, critical decision-making and an informed populace. Therefore, teacher education policies aimed at rural education in Brazil must be strengthened, funded and improved. Research limitations/implications: This research does not present similarities and differences compared to European experiences; instead, it suggests expanding studies on this topic in other international contexts through developmental research to widen the discussion. Practical implications: Providing high-quality, customized training for the teachers who teach the vastly diverse body of rural students is essential in terms of empowering and recognizing young and adult peasants' right to learn. Social implications: "Education for all throughout life" has become a recognized right. Democracies must universalize this right by developing public policies, implementing them throughout the entire population and monitoring progress to verify that everyone – including the poorest peasant in the remotest countryside – has the tools to learn effectively. Originality/value: By placing this study in the context of youth and adult learning, the study complements research that has addressed this topic in different international contexts, contributing broadly to knowledge regarding teacher education for rural areas and, more generally, to the implications of lifelong learning. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to problematize understandings about the social function of the school, presented by graduates in education degree from different regions of Brazil. By using an online form, fifty-six responses were collected, analyzed and questioned, based on their analysis and categorization. The study is mobilized through an essay (LARROSA, 2003), considering the course of investigation proposed by the authors. In this perspective, five categories of analysis emerge from the study: citizenship; teaching content; labor/ training for the job market; integral human development; without social function (all with possible comprehensions of education as a human right). The categories were carefully problematized, based on authors and researchers who serve as inspiration for thinking about school education. Thus, as a result, are understood the different and diverse notions of the social function of the school in the contemporary. [ABSTRACT FROM AUTHOR]

Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)