Carlos Alberto Torres

Professor e Director

Instituto Paulo Freire, Universidade da Califórnia, Los Angeles (UCLA), EUA

Resumen

Los dilemas de la ciudadanía en una sociedad democrática, diversa y multicultural pueden esbozarse de la siguiente forma: las teorías de la ciudadanía fueron propugnadas en la tradición de la teoría política occidental por hombres blancos y heterosexuales, que identificaron una ciudadanía homogénea a través de un proceso de exclusión sistemática y no de inclusión en la organización política. Las misiones polifacéticas a las que debe enfrentarse el multiculturalismo y la experiencia política concreta de los años ochenta y noventa han implicado que hasta ahora sus diferentes partidarios han sido incapaces de abordar íntegramente la necesidad de una teoría de la ciudadanía multicultural para avanzar en los objetivos democráticos en el contexto de las teorías de la democracia. Facilitar el aprendizaje y la educación de niños, jóvenes y adultos es lo que la educación pública debe realizar. Este es otro motivo práctico por el que deberíamos revisar periódicamente las relaciones teóricas entre estado, educación, ciudadanía, democracia y multiculturalismo.

Palabras clave

Ciudadanía multicultural; Identidad; Nuevos movimientos sociales; Democracia y educación

O lugar das diversidades e das cidadanias na Sociologia da Educação

Resumo

Os dilemas da cidadania numa sociedade democrática, diversa e multicultural podem esboçar-se da seguinte forma: as teorias da cidadania foram elaboradas na tradição da teoria politica ocidental por homens brancos e heterossexuais, que identificaram uma cidadania homogénea através de um processo de exclusão sistemática e não de inclusão na organização política. As missões polifacetadas com que deve enfrentar-se o multiculturalismo e a experiência política concreta dos anos oitenta e noventa implicaram que até agora os seus diferentes partidários foram incapazes de abordar a necessidade de uma teoria da cidadania multicultural para fazer avançar os objectivos democráticos no contexto das teorias da democracia. Facilitar a aprendizagem e a educação das crianças, jovens e adultos é o que a educação pública deve realizar. Este é outro motivo prático pelo qual deveríamos rever periodicamente as relações teóricas entre estado, educação, cidadania, democracia e multiculturalismo.

Palavras-chave

The place of diversities and citizenships in the Sociology of Education

Abstract

Citizenship presents some dilemmas in a democratic, diverse and multicultural society that we can think about: citizenship theories have been advanced in the tradition of occidental political theory by white heterosexual men that identified a homogenised citizenship through a systematic process of exclusion, in this way bypassing inclusion process in political organization. The multifaceted missions that multiculturalism must confront and the concrete political experience of eighties and nineties have implied that their different partisans have been unable to approach the need for a theory of multicultural citizenship to make advance the democratic goals in the context of theories of democracy. Public education must facilitate education and learning for children, young people and adults. That constitutes another practical motive for us to periodically review theoretical relationships between state, education, citizenship, democracy and multiculturalism.

Keywords

Multicultural citizenship; Identity; New social movements; Democracy and education

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

Referências

APPLE, Michael W. (1982). Education and Power. Boston y Londres: Routledge.         [ Links ]

APPLE, Michael W. (1986). Teachers and Texts: A Political Economy of Class and Gender Relations in Education. Nueva York y Londres: Routledge.

APPLE, Michael W. (1993). Official Knowledge. Democratic Education in a Conservative Age. Nueva York y Londres: Routledge.

BELL, Derrick (1995). Racial Realism – After We’re Gone: Prudent Speculations on America in a Post-Racial Epoch. In R. Delgado, Critical Race Theory: The Cutting Edge. Filadelfia: Temple University Press.

BOWLES, Samuel & GINTIS, Herbert (1986). Democracy and Capitalism: The Contradictions of Modern Political Life. Nueva York: Basic Books.

CERRONI, Umberto (1972). La Libertad de los Modernos. Barcelona: Martinez Roca.

CERRONI, Umberto (1992). Métodos, Processos, Sujeitos, Instituciones y Categorias. Mexico City: Siglo XXI editores.

EYERMAN, Ron & JAMISON, Andrew (1991). Social Movements: A Cognitive Approach. Cambridge: Polity Press.

FEINBERG, Walter (1996). Affirmative action and beyond: a case for a backward-looking gender-and-race-based policy. Teachers College Record, 97(3), pp. 362-399.

FRASER, Nancy (1989). Unruly Practices: Power, Discourse and Gender in Contemporary Social Theory. Minneapolis: University of Minnessota Press.

FREIRE, Paulo (1972). Pedagogía del Oprimido. Montevideo: Editorial Tierra Nueva.

GARCÍA, Henry Pease et al (1981). América Latina 80: Democracia y Movimiento Popular. Lima: Centro de Estudios y Promoción del Desarrollo, DESCO.

GORDON, Linda (1990). Women, the State and Welfare. Madison: University of Wisconsin Press.

HABERMAS, Jürgen (1992). Citizenship and National Identity. Some Reflections on the Future of Europe. Praxis International, 12, pp. 1-19.

HELD, David (1991). Political Theory Today. Stanford: Stanford University Press.

HELD, David (1995). Democracy and the New International Order. In D. Archibugi & D. Held (eds.), Cosmopolitan Democracy: an Agenda for a New World Order. Cambridge: Polity Press.

HELD, David & ROBERTSON, Martin (eds) (1983). States and Societies. New York: New York University Press (now published by Blackwell Publishers).

LACLAU, Ernesto (1985). New Social Movements and the Plurality of the Social. In D. Slater, New Social Movements and the State in Latin America. Ámsterdam: Centrum Voor Studie en Documentatie Vans Latijns Amerika [CEDLA], pp. 27-42.

LANSON-BILLINGS, Gloria & TATE, William F. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1), pp. 47-68.

LECHNER, Norbert (org.) (1987). Cultura Política y Democratización. Santiago de Chile: Facultad Latino-americana de Ciencias Sociales/ CLACSO/ Instituto de Cooperación Iberoamericana.

MARSHALL, Thomas H. (1950). Citizenship and Social Class and Other Essays. Cambridge: Cambridge University Press.

MARSHALL, Thomas H. (1965). Social Policy in the Twentieth Century. Londres: Hutchinson.

MARSHALL, Thomas H. (1981). The Right to Welfare and Other Essays. Londres: Heinemann Educational Books.

MITCHELL, Ted R. (1997). The Republic for Which it Stands: Public Schools, the State and the Idea of Citizenship in America. Los Angeles: UCLA [Manuscrito].

MORROW, Raymond A. & TORRES, Carlos A. (1997). Critical Theory and Education: Freire, Habermas and the Dialogical Subject. Los Angeles y Alberta [Manuscrito].

MOUFFE, Chantall (1993). The Return of the Political. Londres & Nueva York: Verso.

OAKES, Jennie (1995). Keeping Track. New Heaven: Yale University.

PATEMAN, Carole (1986). Introduction. The Theoretical Subversiveness of Feminism. In C. Pateman & E. Gross, Feminist Challenges: Social and Political Theory. Sidney, Londres y Boston: Allen & Unwin.

PATEMAN, Carole (1992). Equality, Difference, Subordination: The Politics of Motherhood and Women’s Citizenship. In G. Bock & S. James (eds.), Beyond Equality and Difference. Londres: Routledge.

PATEMAN, Carole (1996). Democratization and Citizenship in the 1990s: The Legacy of T. H. Marshall. Vilhelmm Aubert Memorial Lecture 1996. Oslo: Institute for Social Research and Department of Sociology.

ROCCO, Raymond Anthony (1997). Reframing Postmodernist Constructions of Difference: Subaltern Spaces, Power and Citizenship. Documento presentado en el Simposio sobre el Reto del Postmodernismo en las Ciencias Sociales y las Humanidades, de la Universidad Complutense, Campus de Somosaguas, Madrid, 22-25 de abril de 1997.

SALDIVAR-HULL, Sonia (1994). Feminism on the Border: From Gender Politics to Geopolitics. In H. Calderón & J. D. Saldívar (eds.), Criticism in the Borderlands. Studies in Chicano Literature, Culture and Ideology. Durham y Londres: Duke University.

SCOTT, Joan W. (1989). Multiculturalism and the Politics of Identity. In M. R. Malson; J. F. O’Barr; S. Westphal-Uhl & M. Wyers, (eds.), Feminist Theory in Practice and Process. Chicago: University of Chicago Press.

SOLORZANO, Daniel G. & VILLAPANDO, Octavio (1997).Marginality and the Experience of Students of Color in Higher Education. In C. A. Torres & T. Mitchell, Sociology of Education: Emerging Perspectives. Nueva York: SUNY Press.

TORRES, Carlos Alberto (1998). Democracy, Education and Multiculturalism: Dilemmas of Citizenship in a Global World. Lahman: Rowman and Littlefield.

TORRES, Carlos Alberto (1998). The Political Pedagogy of Paulo Freire. In P. Freire, Politics and Education. Los Angeles: Latin American Center.

WALLERSTEIN, Immanuel (1997). Social Science and the Quest for a Just Society. American Journal of Sociology, núm. 102(5), pp. 1241-57.

WEST, Cornel (1993a). The New Cultural Politics of Difference. In C. MacCarthy & W. Crichlow (eds.), Race, Identity and Representation in Education. Nueva York y Londres: Routledge.

WEST, Cornel (1993b). Prophetic Thought in Postmodern Times. Monroe: Common Courage Press.

Recebido em Janeiro, 2007

Aceite para publicação em Maio, 2007

Toda a correspondência relativa a este artigo deve ser enviada para: Carlos Alberto Torres, Graduate School of Education and Information Studies, University of California, Los Angeles, USA. E-mail: catnovoa@aol.com