Sobre Angola

Depois de tudo o que vai acontecendo por lá em torno dos mais chegados a José Eduardo dos Santos, como ficam aqueles que, por cá, nada se incomodavam com certas negociatas? E, já agora, como ficam os que, tão prudentes que eram que até recomendavam prudência a quem ousava fazer a mais leve crítica, porque isso poderia ser visto como “neo-colonialismo” ou mesmo (a sério!”) “racismo”?

Claro que já tínhamos os exemplos de outros regimes impolutos entretanto caídos em desgraça como o líbio, venezuelano, ou ainda florescentes como o chinês para só se falar dos “grandes” negócios, porque outros há de menor escala também ali para o lado do velho império da Catarina?

shit-hitting-the-fan

Será Que Nos Andam A “Vender” A “Narrativa” Verdadeira?

Porque eu ando cansado do mito finlandês e não é por falta de informação que continuam a papagueá-lo. É por outro tipo de razões.

Finland’s recent decline in international test scores has led many to question whether its education system is truly the best.

(…)

In 2000, the Program for International Student Assessment (PISA) released the results of its first survey of education attainment. Administrated by the Organization for Economic Cooperation and Development, the triennial assessment tested the skills and knowledge of 15-year-olds around the world.

That year, Finland handily came out as a top performer, scoring high in math and science, and number one in reading. The United States’ performance that same year, for comparison’s sake, could best be described as middling. These results led many to claim that Finland had the best education system in the world. Educators and politicians swarmed to the Nordic country in the hopes of discovering the source of their golden touch.

Then things took a turn, and Finland’s standings began to slip. Between 2006 and 2012, its scores in science, reading, and math fell sharply: 18, 23, and 29 points respectively. PISA 2015 saw further drops; meanwhile, other top performers have remained relatively steady.

“Finland was on a downwards slope, not an upwards one,” writes Tim Oates, director of assessment research and development at Cambridge Assessment. “All the assumptions in 2000 seemed to be of Finland at the top and on the rise, not on the way down. And that was mistaking PISA for a longitudinal study, rather than a cross-sectional one.”

While Finland remains a top performer, it has lost its luster in the eyes of many experts, bringing criticisms of Finland’s education system to the debate.

Já em 2005, havia que explicasse a razão do “milagre” e antecipasse uma evolução problemática com base nos paradoxos que se verificavam na educação finlandesa, ou seja, que devia o seu bom desempenho em boa parte ao seu carácter tradicional, rural e herdeiro de um passado conservador e autoritário.

In conclusion, two paradoxes are identifiable in the success story of Finnish schooling. First, the model pupil depicted in the strongly future-oriented PISA 2000 study seems to lean largely on the past, or at least the passing world, on the agrarian and pre-industrialized society, on the ethos of obedience and subjection that may be at its strongest in Finland among late modern European societies. This paradox leads to the question of what will happen to teaching and learning in Finnish schools when teachers no longer believe in their traditional mission to be model citizens and transmitters of knowledge, but rather see themselves as facilitators, tutors and mentors.
What will happen to teaching and learning in Finnish schools when the pupils no longer accept their position as pupils, but rather ‘climb the walls’, as one urban primary-school principal put it?

O que aconteceu? Uma queda nos resultados!

Claro que não é isso que nos/vos contam as deslumbradas luminárias nacionais. Como aconteceu com as maravilhosas reformas descentralizadoras da Suécia que acabaram revertidas em função do aumento das desigualdades e dos maus resultados.

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