Neither Hired Mouth nor Class Monarchs: The Scope of Schoolteachers’ Freedom of Expression in Canada

What are the boundaries for teachers’ freedom of expression in public, secular schools in Canada? Drawing from the constitutional text, legislation, and normative expectations emerging from the literature, this article examines the scope given to teachers’ expression in landmark case law. The analysis shows that the binomial of trust and responsibility guides the interpretation of this fundamental freedom for teachers, who should neither act as class monarchs, absolutely free of restraints, nor as hired mouth, narrowly limited to the official curriculum. The article concludes that the ethical duties of preventing harm to students and engaging in responsible pedagogy circumscribe Canadian schoolteachers’ freedom of expression.Quelles sont les limites de la liberté d’expression des enseignants dans les écoles publiques et laïques au Canada? À la lumière du texte constitutionnel, de la législation et des attentes normatives émergeant de la littérature, j’examine le cadre de la liberté d’expression des enseignants dans la jurisprudence. L’analyse montre que le binôme confiance et responsabilité guide l’interprétation de cette liberté fondamentale pour les enseignants : ils ne doivent ni agir libres de toute contrainte ni se restreindre à la transmission du curriculum. Les devoirs éthiques de prévenir des dommages aux étudiants et de s’engager dans une pédagogie responsable délimitent la liberté d’expression des enseignants canadie

Schoolteachers' Freedom of Expression : mapping the legal terrain in Canada and the policy debate in Brazil

The paper examines the scope of freedom of expression for schoolteachers in publicly funded non-denominational schools in Canada, as a frame to reflect upon a policy debate in Brazil. In that country a vocal movement – School without Party – pushes for legislation to counter alleged practices of teacher indoctrination. Building upon the discussion of principles derived from the Canadian Charter of Rights and Freedoms, legal precepts embedded in Canadian provincial legislation, and broad normative expectations on teachers’ role and position in Canadian society, selected case law is explored and four dimensions related to the issue are sketched: 1) the extended sites of control for teachers’ expression due to their professional identity; 2) the interdiction to engage in discriminatory or hate speech, which cause harm; 3) the value attached to cognitive dissonance and the space given to addressing sensitive topics in curricular speech and classroom materials; and 4) the possibilities for teacher engagement, on school property or during work hours, in political advocacy in the education field, especially when it involves reproach of government policy. The analysis concludes that the binomial of trust/responsibility seems to guide the interpretation of teachers’ freedom of expression in Canada, in stark contrast with the premises and practices adopted by School without Party in Brazil. Recognizing the value of debating parameters for teachers’ expression, the paper argues for an approach based on constructive dialogue and responsible teaching, grounded in the Brazilian constitutional principles and the broad notion of preventing harm, instead of the problematic assumptions and tactics embraced by School without Party.Education, Faculty ofEducational Studies (EDST), Department ofUnreviewedGraduat

The OECD's Education Agenda: Balancing Limited Membership, Global Reach, and Domestic Interests in Latin America

Global dynamics are becoming more prominent in education policy discussions, with the OECD standing out as a major player in the global education policy arena. Despite its selective and limited membership, the OECD’s reach and influence extend across the globe. This paper explores this paradox through an analytical review that bridges the field of education policy to the broader panorama of global governance, examining factors related to the growing involvement of Latin American countries with the OECD’s education agenda. Delineating the organization’s history and expansion strategy, as well as domestic drivers for membership and participation, this article examines the complex interplay between globalization, international mechanisms of norm diffusion and soft power, national interests, and internal politics. It concludes by outlining the multidimensional game that links institutional reasons, international dynamics, and domestic motivations with the appeal of organizations such as the OECD and its education initiatives in the Latin American region

‘O que é que a Finlândia tem?’ : notas sobre um sistema educacional de alto desempenho

"Desde a divulgação dos primeiros resultados do Programa Internacional de Avaliação de Alunos (PISA), em 2001, a Finlândia tem-se destacado como um dos países de melhor desempenho dos estudantes e menor desigualdade entre as escolas. Este estudo apresenta breve panorama da evolução e estrutura do sistema educacional finlandês, além de discutir alguns diferenciais que contribuem para a qualidade da educação naquele país. Embora o sucesso educacional da Finlândia esteja associado a fatores políticos, sociais, econômicos e culturais, que precisam ser relativizados na comparação com outras nações, a experiência daquele país nórdico induz à reflexão sobre aspectos relevantes do debate atual a respeito de reformas educacionais, inclusive no Brasil, revelando caminhos e políticas alternativas para alcançar equidade e qualidade na educação."Tatiana Feitosa de BrittoPor que a educação na Finlândia ganhou destaque no cenário internacional? -- Panorama e evolução da educação na Finlândia -- Alguns diferenciais do modelo finlandês -- Lições para o Brasil

Plano Nacional de Educação : construção e perspectivas

Conteúdo : Passo a passo no Legislativo: os caminhos do Plano Nacional de Educação no Congresso Nacional / Tatiana Feitosa de Britto. -- A oferta da educação básica: desafios para o futuro e o Plano Nacional de Educação / Ricardo Chaves de Rezende Martins. -- Educação em tempo integral no PNE 2014-2024 / José Edmar de Queiroz. -- A educação profissional no PNE 2014-2024 / Marcelo Lúcio Ottoni de Castro. -- O Plano Nacional de Educação e a formação dos professores / Issana Nascimento Rocha. -- Identidade e formação dos profissionais de educação não docentes: o que diz o Plano Nacional de Educação / João Antonio Cabral de Monlevade. -- Gestão democrática no Plano Nacional de Educação 2014-2024 / Ana Valeska Amaral Gomes. -- O financiamento da educação no PNE 2014-2024 / Paulo Sena Martins. -- PNE 2014-2024: critérios de apuração dos investimentos públicos em educação e transferências ao setor privado / Claudio Riyudi Tanno.Analisa algumas das 20 metas que vão nortear as políticas educacionais da próxima década, através de uma visão ampla e  diversificada sobre a construção do PNE e suas perspectivas de implementação