EscuelaQResiste – Transformative resistance in schools: Counter-narratives in Education for Social Justice

After 12 years of developing research into Critical Theory, within the scope of Fraser's Theory of Social Justice and Critical Pedagogy for Social Justice, the UNESCO Chair in Education for Social Justice at the Autonomous University of Madrid (UAM) focuses on this project on Critical Race Theory, Critical Pedagogies of Latin America and Resistance Theory to provide information that contributes to the configuration of fairer and more inclusive educational systems.

The proposal is presented between the UNESCO Chair and the University Institute of Human Rights, Democracy and Culture of Peace and Non-Violence (DEMOSPAZ) at UAM, with the participation of six research teams from five countries in Europe and Latin America.

The general objectives of the project are twofold:

Understand the perceptions and experiences of oppression in the educational system of young people outside the educational system, families and communities.
Identify forms of resistance in education by young people outside the educational system, families and communities and resilient schools.
To achieve these objectives, three complementary studies are proposed, each with an innovative methodology that is consistent with the objectives:

Study 1. Young people on the margins of the educational system. In order to understand the perception of oppression of these young people and identify their forms of resistance, the methodology of critical testimony will be used. 72 young people from 6 countries who are on the margins of the educational system will participate: young people aged 16-18 who are disruptive, marginalized, excluded or even expelled from the educational system, in a situation of poverty and vulnerability, of immigrant origin, belonging to indigenous groups or gypsies. In order to reconstruct critical testimonies, 6 in-depth interviews will be carried out with each of the participants, as well as several discussion groups.

Study 2. Other narratives of education, families and communities. In order to identify and understand non-hegemonic narratives of families and communities about education and their forms of resistance to school tradition, a study will be carried out using the counter-narrative methodology. The participation of 72 families with teenage sons and/or daughters living in challenging socioeconomic contexts and activists from at least 17 civil society groups that collaborate on educational initiatives in these contexts is proposed.

Study 3: Transformative resilience in resilient schools. In order to know and understand the forms of transformative resistance in resilient schools, a study will be carried out using the Critical Transformative Ethnography approach. It is proposed to develop 16 critical transformative ethnographies in as many schools in six countries located in challenging socioeconomic contexts, with a high percentage of students from minority groups and who have shown signs of resilience. Data collection techniques will be participant observation, in-depth interviews, document analysis and focus groups.

For the development of the project, a complete planning of activities was carried out, with details on responsibilities, times and products. A plan was also designed to optimize the scientific-technical and social impact of the project.

Self-assessment of Schools and School Management: The Use of Assessment in Decision Making

School self-assessment (SAE) processes – legislated as mandatory in 2002 – have been considered essential mechanisms for the self-regulation and self-management of school institutions, as well as seeking and guaranteeing the quality of education. This association is based on the belief, supported by scientific research on this topic, that the production of internal, contextualized and in-depth knowledge about the school reality is capable of supporting diagnoses of the situation in each school. Consequently, these diagnoses can support informed decision-making in school management, with a view to solving problems and, therefore, improving. Despite being a widely studied topic, there is still little knowledge about how SEA has been used for decision-making in schools.

Based on these considerations, this research aims to explore how the conclusions generated by self-assessment processes are used in decision-making about school, pedagogical and curricular management, through data collection with Directors of School Groups in the region. of Greater Porto. More specifically, this investigation aims to identify: 1) existing evaluation processes in School Groups in the Greater Porto region; 2) type(s) of information most used in decision making; 3) decisions made and actions/changes implemented based on information from evaluation processes.

Organizational culture and learning communities in Higher Education

Todo o Índio tem Ciência _Every indigenous has science

The research project has the general objective of mapping pedagogical and curricular processes and practices in indigenous schools and their effects on recognition and production of knowledge against hegemonic knowledge

DEMOSpEJS – Democracy in schools as the cornerstone of education for social justice [A democracia nas escolas como a pedra angular de uma educação para a justiça social]

Indicators, Models and Experiences of Monitoring and Assessment of Learning and Development of Children from 3 to 18 years old [Indicadores, Modelos e Experiências de Monitorização e Avaliação de Aprendizagens e de Desenvolvimento das Crianças dos 3 aos 18 anos]

DigP-SEM - Digital Platforms in School Clusters' Educational Management [Plataformas Digitais na Gestão Educacional dos Agrupamentos]

Perspectives of Basic and Secondary Education Students on Learning Assessment Practices [Perspetivas de Alunos dos Ensinos básico e secundário sobre Práticas de Avaliação das Aprendizagens]

Curricular Autonomy and Flexibility in relation to the GERM in Portuguese schools [A Autonomia e Flexibilização Curricular na sua relação com GERM nas escolas portuguesas]

Quilombola Schools, Curriculum, Identities and Diversity [Escolas Quilombola, Currículo, Identidades e Diversidade]

Schools Self-evaluation: Evaluate to Know, Intervene and Improve [Autoavaliação de Escolas: Avaliar para Conhecer, Intervir e Melhorar]

Schools Self-evaluation: evaluate to know, intervene and improve was a pilot project that assumed as general objective to contribute to implementation of schools self-evaluation in Education Network of Maceió (Brazil) in the definition of a sustained structure and facilitator of improvement processes of school organization, aiming at the school success of all students.
The research followed a quantitative and qualitative approach, using, among other techniques, document analysis, questionnaires, interviews and case studies. The research context was Maceió (Brazil) and the data collected covered three school clusters, primary education. As participants, the study involved teachers (including school directors and pedagogical coordinators), education technicians, students and their families, and the local community

The Assessment of Learning in Basic Education in Portugal: an analysis of political agenda and the context of practice [A Avaliação das Aprendizagens no Ensino básico em Portugal: uma análise da agenda política e do contexto de prática]

From genealogy / cartography of school organizational culture to the construction of a glossary of theoretical-epistemological foundations [Da genealogia /cartografia da cultural organizacional escolar à construção de um glossário de fundamentos teóricos-epistemológicos]

School cultures and their relationship with Management and Leadership [Culturas escolares e sua relação com Gestão e Lideranças]

The school organizational culture: a genealogical and cartographic study [A cultura organizacional escolar: um estudo genealógico e cartográfico]

Learning Assessment: Conceptions and practices in public schools [Avaliação da aprendizagem: Conceções e práticas em escolas públicas ]

Educação Continuada, Curriculo e Práticas Culturais [Continuing Education, Curriculum and Cultural Practices]

Assessment of / for learning: construction of guidelines for public schools [Avaliação da/para aprendizagem: construções de diretrizes para a rede de ensino público]

Assessment of/for learning: construction of guidelines for public schools was a project that assumed as general objective to produce knowledge on conceptions and practices of learning assessment of public school teachers. The knowledge produced here served as a basis for the construction of guidelines within the scope of an assessment for learning of all.
The research followed a quantitative and qualitative approach, using, among other techniques, document analysis, questionnaires, interviews and training. This study involved all schools (basic education) from the public education network in Maceió (Brazil). As participants, it included teachers, school directors, pedagogical coordinators and others education technicians.

The school organizational cultures and teaching professionals and its implications for assessment [A cultura organizacional escolar e profissional docente e suas implicações na avaliação]

Young people in situations of school "repetition": permanence and access to success

Senses and meanings of life in school: "voices" of students of Basic Education

Reading and Training of Readers in the State of Alagoas: study of literacy intervention of Education of Youths and Adults

Assessment of learning in Basic Education: contributions to the understanding of its relation with school success