Abstract
Located in the south of Brazil, Porto Alegre is the largest urban district and the capital of the State of Rio Grande do Sul. The city has a population of 1,400,000 and from 1989 to 2005 it implemented the Escola Cidadã (Citizen School Project), an educational reform project.1 Escola Cidadã stands out as one of the most innovative urban educational reform projects implemented worldwide (UN, 1996; World Bank, 2000) because it has been successfully educating children and the citizenry of Porto Alegre, and doing so under severe economic constraints and against the rationale of the dominant models of educational reform (Fischman, Ball, and Gvirtz, 2003). In this chapter we will argue that Escola Cidadã has not only improved the quality of education in the city of Porto Alegre, Brazil, but it has also the potential for becoming a worldwide reference for how we could think about the politics of educational policy and social exclusion.
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© 2009 Soula Mitakidou, Evangelia Tressou, Beth Blue Swadener, and Carl A. Grant
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Fischman, G.E., Gandin, L.A. (2009). Pedagogies of Inclusion: Lessons from Escola Cidadã. In: Mitakidou, S., Tressou, E., Swadener, B.B., Grant, C.A. (eds) Beyond Pedagogies of Exclusion in Diverse Childhood Contexts. Critical Cultural Studies of Childhood. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230622920_5
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DOI: https://doi.org/10.1057/9780230622920_5
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