Comunicação de artigo, Silva, C., & Santos, J. R. (2012). Education and interculturality at a semi-peripheral society: the right to be different when equality is detracting. In 2nd Conference Applied Interculturality Research (cAIR2012). 23 de novembro de 2012, Faculdade de Psicologia e Ciências da Educação da Universidade do Porto https://sites.google.com/site/joseruisantos2012/comunicacoes-recentes

1. Education and interculturality at a semi-peripheral society:
the right to be different when equality is detracting
Celestina Silva
Escola Secundária de Paços de Ferreira
celes.gomes@gmail.com
José Rui Santos
LE@D, Universidade Aberta
jrs.univ.ab@gmail.com

2. Education is a universal right
The contemporary societies are
multicultural societies

3. How does the Portuguese
State act having in
mind the development of
an intercultural education?

4. Application to the
Portuguese social context
Concept of society of
semi-periphery
in the exploration done by
Boaventura de Sousa Santos

5. Concept of world system:
“we define quite simply as a unit with a single
division of labor and multiple cultural
systems” ( Wallerstein, 1974)
World-empires World-economies

6. System – capitalist world
Semi-peripheral
region:
intermediate position
in what refers to the
complexity of
economic activity, by
dint of the State
Central region:
developed and
powerful states
Peripheral region:
a very weak state
with a deficient
grade of autonomy

7. Analysis of the concept of Semi-peripheral
(Boaventura de Sousa Santos)
As a semi-peripheral society, the Portuguese society is
characterized by:
a) Articulated non-coincidence between the relations of capitalist
production and the relations of social reproduction
b) State with a strong political and institutional move – powerful
and autonomous state

8. But
The autonomy does not turn into
action and the power of the State is not
synonym of the State legitimacy

9. But
A judicial-institutional frame
near the one that is in force in the
central societies and practices
that are far from the ones that
dominate in those countries

10. Semi-periphery in the Portuguese society in
the scope of the educational policy
(Boaventura de Sousa Santos)
Approach between the
national legislative frame
to the international legislation

11. The State reveals a policy
of educational inclusion
in relation to another coming
from a different
culture or a different country

12. There is also a concern to pay attention to the difference,
including it in the educational process:
The other’s valuation
The promotion of intercultural dialogue
The creation of contents of multicultural education and ethnic
sociability
The working up of contents about education in multicultural context,
in the scope of teachers’ initial and continuous development

13. But
To contribute to the defense
of the identity and to the fidelity to the
historical origin of Portugal, through the
awareness relatively to the cultural
patrimony of the Portuguese people
Law of the Basis of the Educational System

14. The Portuguese educational policy, in what refers to intercultural
education, is a trace of the peripheral character of the Portuguese
state
It has been created legislation and structures that, in theory, indicate
the substantiation of a true intercultural education
The existing contents about intercultural education is scarce
The contents in the scope of the teachers’ initial and continuous
development are scarce

15. The schools work with curricula which are not neutral
The books do not take into account the cultural diversity
Homogeneous programs for everybody
A STRONG STATE TO CREATE LAWS AND WEAK TO ENFORCE THEM
PLURICULTURALISM IS A THEORETICAL STATEMENT AND
MONOCULTURALISM IS A DAILY REALITY

16. THANK YOU!