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All material is my personal opinion, and not that of any other organization. Copyright 2001. Permission is granted for individual teacher use. All rights reserved. |
In 1989 Paolo Freire assumed leadership of the school system in Sao Paolo, Brazil, an urban district with 654 schools. In his 1993 book, Pedagogy of the City, he shares his ideas about reform. Here is one passage (page 19 - 20). In a really progressive, democratic and nonauthoritarian way, one does not change the "face" of schools through the central office. One cannot decree that, from today on, the schools will be competent, serious and joyful. The administration needs to bear witness to the faculty and staff that respects it and not be afraid to point out its limitations. The administration must make clear that it can make mistakes. The only thing it cannot do is lie. Another thing the administration has to do in its dealings with the faculty and staff and their respective roles is to think, organize, and create programs of permanent staff development counting on the help of those scientists with whom we have until now been working. A permanent staff development must be based, above all, on reflection about practice. It is through thinking about his or her practice, it is through confronting the problems that will emerge in his or her daily practice, that the educator will transcend his or her difficulties with a team of specialists who are scientifically qualified. It is clear that none of this can be accomplished from night to day without struggle. All of this requires a tremendous effort, competence, material conditions, and an impatient patience.
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