Centro de Estudos de Línguas do Estado de São Paulo (CEL-SP): um projeto para a cidadania?

Abstract

This study investigates an Educational Public Policy Project named as Centro de Estudos de Línguas do Estado de São Paulo (CEL-SP) – it is an action which refers to the São Paulo´s Public Policies for Education, by means of qualitative and bibliographic research that comprises Official Document Analysis with Content Analysis Method. We propose to identify the support conceptions for CEL-SP´s creation and trajectory (its setbacks and advances) throughout its offer to young and adult students from state public schools in view of the Social Inclusion and the expansion perspective of the Right to Education and Emancipation for the Citizenship. We chose to analyse the educational public policy by Stephen Ball´s Policy Cycle Theory which is proposed by Ball (2001, 2011) and collaborators (BALL; BOWE, 1992; BALL; MAINARDES, 2018). In this case, we refer to the policy theoretical analysis including the cycle policy contexts of influences and textual productions. Regarding our results, there are reflections and analyses based on the Content Analysis Method (BARDIN, 2007) which allows to verify the real reasons for the CEL-SP´s creation and conception. Furthermore, checking if it is possible to be a policy action by the Right to Education and Social Inclusion in fact. In the analysis of the results, it is noted that the CEL-SP project does not seem to move in that way. However, it could be a potential project, thinking about the policy context of the practice, if we consider the possibilities for its interpretation/reinterpretation and recreation into this same policy context of the practice, which involves the people actions as a whole. It is mandatory to think about the political and pedagogical praxis (human action-reflection) of people involved on it (because they´re the political actors and who embody the politics) and it should be based on Freire´s perspective of Education, in order to contextualize an Integral Human Formation praxis for the Citizen Emancipation. According to Freire (1991, 2021a, 2021b, 2021c), giving new meaning to politics in the educational-critical practice means searching for an Education focused on Democracy, for a solidary and egalitarian society with no social-educational verticalization. Moreover, the research seeks to clarify the potential presented by the CEL-SP Project, reflecting and understanding how is the process of second language acquisition - considering the ways of teaching-learning and the interaction processes of linguistic and cultural new language acquisition in the view of the human formation for the citizenship exercise. However, the research results indicate that the CEL-SP political action does not seem to contemplate on its policy cycle analysis - context of influences and context of textual production - the desired for educational policy result for the Integral and Emancipatory Education. In the meantime, it is considered to have the potentiality to be an Emancipatory Education Project, but should be integrated to the Integral Education Program for becoming part of emancipating educational policies.