Cosa direbbe Paulo Freire della scuola oggi?

Three aspects reflect the importance and relevance of Freirean thinking for educational policies: its epistemological theory about dialogue and humanization, education as a political act and commitment to social transformation. One of the trends in educational circles, particularly in Latin America, is the evaluation of the quality of education and the teaching-learning relationship through centrally developed tests, in general multiple choice tests, in the mother tongue and in mathematics, which condition the set of curricular contents that teachers should teach in schools. This option of metric evaluation of teaching quality has generated proposals of unique curricula, which define the parameters for educational indicators and as a form of control of the action of teachers, with the establishment of salary bonuses for education professionals and schools, whose students get better grades. This process is characterized in a "banking education". For this reason, Freire considers this option a mistake, since the pedagogical act is a political act and needs autonomy so that it has social importance and that the life context of the students is pedagogical material with which to elaborate the curricular proposals. Hence the reason each school can and should elaborate its pedagogical policy proposal (PPP) for educational intervention. Each school is a school, each social group has its interests, cultures and history and from them it is proposed different paths to teaching. This generates a reversal in the curricular policies, since there is not, for Paulo Freire, a previous scientific relation of content in any of the school disciplines that should not be submitted, previous and necessarily, to the dialogue with the students to then define its organization. The process of raising awareness and commitment to social transformation takes effect from the real life conditions of students, where a new worldview is stimulated and the critical awareness brought about by praxis and meaningful school content. However, one of the warnings that the Freirean theory makes is that as we are unfinished and conscious beings of this incompleteness, willing to learn permanently, if the teachers do not effectively believe that social quality education is a right of all and which everyone has the right to learn, there will be no success in the pedagogical act. Not by chance, the evasion found in many countries, especially those with high levels of social inequality, is the result of the elitist and discriminating organization of education systems, which reward the best and penalize the least "competent" leading them to drop out of school. Freire believes that another school is possible.