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1st TEACHERS’ SOLIDARITY INTERNATIONAL CONFERENCE - CITS

CALL FOR PAPERS

University of Peloponnese, Greece and CITS, Corinth, 7--10th July 2020

This conference will have a hybrid form of teleconferencing for those unable to attend but wanting to participate and on campus conference with sessions, workshops and book presentations. The conference will be livestreamed.

Languages of the Conference: English, Greek, Spanish, French, Turkish, Portuguese. All other languages will be translated to English and Greek. Scroll down to read.

ENGLISH:

It has now been decades that teachers and students have been resisting the global attack on education by attempt to raise consciousness about issues of concern, and engage in collective actions, including rallies, protests, lawsuits, letter-writing campaigns, speaking at public meetings and on talk radio, and so forth (Niesz, 2018). All across the globe the corporate takeover of governance that is attempting to turn education into a private enterprise is met with dissent and massive mobilization. “The challenge that we now face is to find ways to imagine possibilities to escape the fatalistic and restrictive force on us, while accepting that "there is [a] duty, for example, to never, under any circumstances, accept or encourage fatalist positions" (Freire, 2011).

Teachers are the actors in emancipatory class struggles. Teachers are not fighting for better wages only; it is only one front of the struggle. They are fighting against privatization of education, they are fighting for smaller classes, for more teaching and better working conditions for the children and themselves. Teachers know that if the Neoliberal project succeeds in education, then the future of society would be affected. Since most teachers are women, this struggle is a feminist one too (Philips, S. 2019)

Teachers unions have been under attack because throughout the world they are the most significant barriers to neoliberalism’s project implementation for privatization of education. Teachers and students from Oaxaca Mexico and Chile to Greece, Spain and even in the heart of Metropolis, the USA have seen the devastating outcomes of neoliberalism. Across the globe, teachers in many countries across five continents are taking part in a strike movement of unprecedented international proportions. Just this month teachers strikes spread across the five continents (London, E.  2019).  In Latin America the resistance has been huge.  And nearly one million teachers struck across the Argentina in a 72 hour strike demanding massive wage increases and an end to privatization efforts by the government of President Mauricio Macri. In Brazil officials are denying striking teachers their pay and threatening to replace them with strikebreakers to rob teachers of wages and pension rights. In Colombia, teachers fight against the government of Ivan Duqué to enforce a National Development Plan crafted by the International Monetary Fund that will slash funding for K-12 education, school transportation and in-school nursing and healthcare. Meanwhile Colombian for-profit and private universities have proliferated as a result of financing from the World Bank while public institutions are dried out.

In Africa, police in Morocco’s capital Rabat have used water cannons to disperse thousands of young teachers protesting for better work conditions. They had been chanting "liberty, dignity, social justice". Teachers across the country have been striking for three consecutive weeks. In Mali an ongoing strike has “paralyzed the Malian school system” and threatens to cancel classes for the year. In Kenya over 180,000 teachers have repeatedly authorized national strike action across Africa’s seventh largest country. In Ivory Coast tens of thousands of primary and pre-school school teachers refused a back-to-work order by the union and continued a powerful strike now in its seventh week.

In Europe resistance is similar. In Dublin Teachers Association members, 98% voted to authorize a strike if a contract settlement that honors Dublin students is not reached. In Poland, according to the Gazeta Wyborcza, teachers from all levels of education will begin a strike of unlimited duration beginning in April. As is the case in many countrie, “This shows that the struggle of the teachers for better working conditions can potentially become a catalyst for the struggle of the entire working class in Poland” (Kozlowski, 2019). Teachers in the Netherlands, from two unions, representing primary and secondary school teachers and university lecturers, joined together in a strike on 15 March, 2019. In the first joint industrial action of teachers across grade levels, they demanded more funding for the entire education sector. Over 40,000 educators from all over the country participated in a rally in Hague. More than half of the primary schools in the country were closed. It is common that teachers are in solidarity with other teachers. Teachers of Furzedown primary school in Wandsworth, south London struggling to make ends meet because of funding shortfalls have volunteered to take a £7,000-a-year pay cut in order to save the jobs of their colleagues.  

In USA, as Lois Weiner observes, “The victory Los Angeles teachers and their union, United Teachers of Los Angeles (UTLA), won in their contract fight with Los Angeles Unified School District (LAUSD) has the potential to change the world, as the Chicago Teachers Union did in its landmark 2012 strike (Weiner, 2019). Teachers across the country are discussing taking strike action, including in Sacramento, California; Fremont, California; San Ramon, California; Philadelphia, Pennsylvania, and in the states of Indiana, Oklahoma, Arizona, Alaska, South Carolina and Kentucky. Teachers are demanding raises in Mississippi, Louisiana, Maine, Nevada, North Dakota, Arkansas, Delaware, Georgia and New Mexico (Phillips, 2019). In Ontario, Canada, an estimated 100,000 elementary and high school students walked out of their classrooms in protest against the provincial government's recent cuts to education (O'Neil, 2019).

As Compton and Weiner (2008) say, “Teachers unions are grappling with the increasing privatization of education services, the introduction of business “quality control” measures into education, and the requirement that education produce the kind of minimally trained and flexible workforce that corporations require to maximize their profits”. By doing so they are fighting for the soul of education and the future prosperity of society. Indeed, unions work as a form of social capital, providing a network of resources that enable teachers to protect themselves from overt forms of exploitation . As Paulo Freire (2011) says, “the future is seen not as inexorable but as something that is constructed by people engaged together in life, in history. It's the knowledge that sees history as possibility and not as already determined. The world is not finished. It is always in the process of becoming”.

In economically advanced and underdeveloped countries alike, teachers are fighting for the same cause: the defense of public education. Teachers globally are confronted with the same enemies who demand to take over education through cuts and privatization. Education is the basis of any society and the threat of corporate takeover is a threat to the future of society and the future of the world. Since the attack is global, it needs to be addressed internationally by teachers and families who are affected by the attack.

Français

L’Université du Péloponnèse et le Cooperative Institute for Transnational Studies (CITS) organisent conjointement la première Conférence internationale du mouvement Teachers’ Solidarity qui aura lieu du 7 au 10 juillet 2020. La conférencevise à réunir en un même lieu les partenaires de l’éducation et les chercheurs universitaires d’horizons divers et de partout sur la planète afin d’échanger sur les enjeux et les stratégies qui permettent de sauvegarder l’accès à une éducation publique de qualité et les conditions de travail des personnels de l’éducation. Pour plus d’informations, nous vous invitons à consulter le lien suivant : http://www.coop-its.org/1st-teachers-international-conference/

Depuis quelques décennies déjà, les personnels scolaires et les étudiant.es développent une variété de formes de résistance aux attaques contre les principes et les valeurs sur lesquels sont fondés les systèmes d’éducation publique. Les étudiant.es et les personnels scolaires tentent, de plusieurs manières, de conscientiser les populations aux conséquences de la prise de contrôle de l’éducation par les intérêts privés et corporatistes. Partout sur la planète on assiste à de vastes mobilisations populaires et syndicales, des mouvements de contestation, des pétitions, des recours aux tribunaux, des prises de parole publiques et des interventions médiatiques en faveur d’une école publique inclusive et porteuse des valeurs démocratiques.

Que l’on parle des pays économiquement avancés ou encore des pays en voie de développement, les personnels scolaires mènent partout le même combat : la défense et la promotion d’une éducation publique de qualité. Les personnels et les organisations syndicales font face aux mêmes adversaires qui cherchent à prendre le contrôle de l’éducation publique et à y imposer des compressions budgétaires et des privatisations. Puisque l’offensive est globale, les réponses se doivent elles aussi d’être globales. Paulo Freire soulignait à ce propos que «the challenge that we now face is to find ways to imagine possibilities to escape the fatalistic and restrictive force on us, while accepting the there is a duty, for example, to never, under any circumstances, accept or encourage fatalist positions».

C’est dans cet esprit que l’Université du Péloponnèse et le Cooperative Institute for Transnational Studies (CITS) invitent toutes et tous, artisan. Es et citoyens-usagers, préoccupés par le sort que l’on réserve à l’éducation, à la 1e Conférence Internationale de Solidarité en Éducation, laquelle aura lieu du 7 au 10 juillet 2020. L’objectif de cette conférence internationale est de rassembler dans un même lieu les intervenant.es, les chercheurs, les travailleuses et travailleurs de l’éducation, les citoyens engagés et les organisations de tous les horizons et de tous les coins de la Terre. Cette conférence sera l’occasion d’échanges et d’apprentissages à partir d’expériences vécues aux quatre coins du globe. Elle permettra également de solidifier les liens de solidarité internationale dans la lutte pour défendre et faire progresser l’éducation publique.

Aux quatre coins du globe, les personnels scolaires et, dans plusieurs cas, les citoyens-usagers sont engagés dans de vastes mouvements de grèves et de contestations inédits et sans précédent (London, E. 2019). En Amérique latine, la résistance est particulièrement forte alors que plus de 1 million d’enseignantes et enseignants ont débrayé pendant une période de 72 heures afin de contester les politiques de privatisation du président Mauricio Macri. Au Brésil, les personnels scolaires en grève se voient nier le droit à leur salaire et à leur régime de retraite. Le gouvernement brésilien n’hésite pas à recourir à des briseurs de grève afin de mater le mouvement de contestation populaire. En Colombie, les personnels enseignants se dressent devant le gouvernement de Ivan Duqué qui implante sans consultation les recommandations du Fonds monétaire international et sabre le financement public des services d’éducation, du transport scolaire et des soins de santé de base qui sont offerts par les écoles publiques. Pendant ce temps, les écoles et les universités privées connaissent une croissance fulgurante alimentée par le financement de la Banque Mondiale.

Sur le continent africain, un constat similaire s’impose. Au Maroc, les enseignant.es maintiennent un mouvement de grève depuis maintenant trois semaines tandis qu’au Mali le mouvement de grève menace l’année scolaire. Au Kenya, plus de 180 000 enseignant.es ont confié un mandat de grève à leurs syndicats alors que la Côte-d’Ivoire est le théâtre d’un mouvement de résistance sans précédent dans lequel les personnels scolaires s’opposent également aux politiques promulguées par le syndicat national.

En Europe, la résistance s’organise également. À Dublin, les enseignat.es ont confié un mandat de grève à leur syndicat. En Pologne, le personnel scolaire s’apprête également à joindre un mouvement de grève générale. Au Pays-Bas, les enseignant.es des écoles primaires, des écoles secondaires et les chargés de cours universitaires joignent leurs forces dans un autre mouvement de grève nationale et de revendications pour un meilleur financement de l’éducation publique.

L’Amérique du Nord n’échappe pas non plus à cette vague de contestation et de mobilisation des personnels scolaires. Les États-Unis d’Amérique sont le théâtre de plusieurs mouvements de grèves et dans le cas de Los Angeles, où les enseignant.es ont obtenu une victoire qualifiée de historique, Lois Weiner affirme que «The victory of Los Angeles teachers and their union, United Teachers of Los Angeles (UTLA), won their contract fight with Los Angles Unified School Distict (LAUSD) has the potential to change the world, as the Chicago Teachers Union did in its landmark 2012 strike» (Weiner, 2019). Les personnels scolaires réclament des augmentations salariales et des améliorations aux conditions d’enseignement dans les états du Mississippi, de la Louisiane, du Maine, du Nevada, du Dakota du Nord, de l’Arkansas, du Delaware, de la Géorgie et du Nouveau Mexique (Phillips, 2019). Au Canada, plus de 100 000 enseignant.es de la province de l’Ontario ont débrayé en opposition aux compressions budgétaires annoncées par le gouvernement provincial (O’Neil, 2019). Au Québec, les personnels scolaires et leurs fédérations syndicales ont mené la charge contre les compressions budgétaires et les politiques d’austérité lors des négociations collectives de 2014 et 2015 (Grenier et Jalette, 2016). Elles poursuivent et approfondissent actuellement des actions de visibilité et la formation d’alliances avec les citoyens-usagers en préparation de la prochaine négociation en 2020.

Comme l’affirment Compton et Weiner (2008), «Teachers unions are grappling with the increasing privatization of education services, the introduction of business `quality control` measures into education, and the requirement that education produce the kind of minimally trained and flexible workforce that private corporations require to maximize their profits». La lutte est ouverte pour l’âme et les valeurs qui animent nos réseaux d’éducation publique. Dans ce combat, les organisations syndicales jouent un rôle central et stratégique pour le rehaussement des capacités de résistance des personnels et de leurs alliés. Les organisations syndicales développent des ressources collectives qui permettent aux personnels scolaires de résister aux stratégies et aux politiques managériales d’exploitation et de contrôle du travail.

Ainsi, loin de prétendre à une marche inéluctable vers un modèle néolibéral dans lequel l’éducation est instrumentalisée au service du capital, cette conférence met de l’avant la possibilité pour les acteurs d’infléchir la trajectoire historique à la faveur d’un projet de société inclusif et démocratique. Paulo Freire (2011) mentionne que «the future is seen not as inexorable but as something that is constructed by people engaged together in life, in history. Its knowledge that sees history as possibility and not as already determined. The world is not finished. It is always the process of becoming».

C’est sous l’inspiration de cette citation que nous vous invitons à vous joindre à nous lors de cette conférence internationale du 7 au 10 juillet 2020 à l’Université du Péloponnèse, Grèce, où seront réunis chercheurs, intervenants, syndicalistes et militant.es de tous horizons. Nous souhaitons des échanges fructueux et espérons établir des réseaux entre les acteurs qui partagent une même préoccupation pour une éducation publique de qualité et des conditions de travail décentes pour les intervenant.es du monde de l’éducation.

SPANISH

La Universidad del Peloponeso y el Instituto Cooperativo de Estudios Transnacionales (CITS) organizan conjuntamente la primera Conferencia Internacional del Movimiento de Solidaridad de Docentes, que se celebrará del 7 al 10 de julio de 2020. La conferencia pretende reunir a socios educativos en un solo lugar e investigadores académicos de diversos orígenes y en todo el mundo para discutir temas y estrategias que protegen el acceso a la educación pública de calidad y las condiciones de trabajo del personal educativo. Para obtener más información, lo invitamos a consultar el siguiente enlace: http://www.coop-its.org/1st-teachers-international-conference/

Por décadas maestros y estudiantes han estado resistiendo el ataque global a la educación intentando generar conciencia sobre temas que les afectan, e involucrándose en acciones colectivas que incluyen mítines, protestas, juicios, envío de cartas, campañas, o usando su voz en reuniones públicas, en los medios escritos, y en la radio y televisión, entre otros. En todo el mundo, el control corporativo del Estado, y las nuevas formas de gobernanza neoliberal que buscan convertir la educación en una empresa privada se han enfrentado a la disidencia y la movilización masiva de maestros, estudiantes y otras organizaciones sociales.

Maestros y estudiantes desde Oaxaca y Chile, hasta Grecia y España, e incluso en el corazón del Imperio, EE. UU. Han visto los resultados devastadores del neoliberalismo. A través de los cinco continentes, los maestros están participando en un movimiento de huelgas de proporciones internacionales sin precedente. Este mes, las huelgas de maestros se extendieron por los cinco continentes (London, E. 2019). En América Latina, la resistencia ha sido enorme: casi un millón de maestros se levantaron en toda la Argentina en una huelga de 72 horas que exigió aumentos masivos de salarios y el fin de los esfuerzos de privatización del gobierno del presidente Mauricio Macri. En Brasil, los funcionarios les están negando el pago a los docentes en huelga y amenazan con reemplazarlos con otros para robarles de los salarios y los derechos de pensión. En Colombia, los maestros luchan contra el gobierno de Iván Duque y su implementación del Plan Nacional de Desarrollo elaborado por el Fondo Monetario Internacional que recortará los fondos para la educación K-12, el transporte escolar, las enfermerías escolares y el cuidado de la salud al interior de las escuelas. Mientras tanto, las universidades colombianas con fines de lucro y privadas han proliferado como resultado de la financiación del Banco Mundial y el despojamiento de las instituciones públicas.

En África, la policía de Rabat, capital de Marruecos, ha utilizado cañones de agua para dispersar a miles de jóvenes maestros que protestan por mejores condiciones de trabajo, cantando "libertad, dignidad, justicia social” durante tres semanas consecutivas de huelga. En Malí, una huelga en curso ha “paralizado el sistema escolar” y amenaza con cancelar las clases para el año. En Kenia, más de 180,000 maestros han autorizado repetidamente la huelga nacional en el séptimo país más grande de África. En Costa de Marfil, decenas de miles de maestros de escuelas primarias y preescolares rechazaron una orden de regreso al trabajo por parte del sindicato y continuaron una poderosa huelga ahora en su séptima semana.

En Europa la resistencia es similar. Dentro de la Asociación de Maestros de Dublín, el 98% votó para autorizar una huelga si no se alcanza un acuerdo contractual que honre a los estudiantes de Dublín. En Polonia, según Gazeta Wyborcza, los maestros de todos los niveles educativos comenzarán una huelga de duración ilimitada a partir de abril. Como es el caso en muchos países, "Esto muestra que la lucha de los maestros por mejores condiciones de trabajo puede potencialmente convertirse en un catalizador para la lucha de toda la clase obrera en Polonia" (Kozlowski, 2019). Docentes en los Países Bajos, de dos sindicatos, que representan a maestros de escuelas primarias y secundarias y profesores universitarios, se unieron en una huelga el 15 de marzo de 2019. En la primera acción gremial conjunta de docentes en todos los niveles de grado, exigieron más fondos para toda el sector educativo. Más de 40,000 educadores de todo el país participaron en un mitin en La Haya. Más de la mitad de las escuelas primarias del país fueron cerradas.

En Estados Unidos, como observa Lois Weiner, “La victoria de los maestros de Los Ángeles y su sindicato, United Teachers de Los Angeles (UTLA), ha ganado en su lucha por un contrato con el Distrito Escolar Unificado de Los Angeles (LAUSD). Esta victoria tiene el potencial de cambiar el mundo, así como El Sindicato de Maestros de Chicago lo hizo en su huelga histórica de 2012” (Weiner, 2019). Los maestros están demandando mejoras en sus salarios en Mississipi, Louisiana, Maine, Nevada, North Dakota, Arkansas, Delaware, Georgia and New Mexico (Phillips, 2019). En Ontario, Canadá, aproximadamente 100,000 estudiantes de escuelas primarias y secundarias abandonaron sus aulas en protesta contra los recientes recortes a la educación del gobierno provincial (O'Neil, 2019). El año 2014 y 2015, los maestros y los administrativos en Quebec, Canadá, lanzaron una campaña de resistencia que forzó al gobierno provincial a retroceder en su propuesta de reducir el financiamiento a la educación y precarizar las condiciones laborales (Grenier and Jalette, 2016). Los tres sindicatos de maestros de la provincial, así como el personal administrativo de apoyo, se han involucrado desde este evento en una campaña para promover una visión alternativa de la educación.

Como explican Compton y Weiner (2008), “los sindicatos de docentes están lidiando con la creciente privatización de los servicios educativos, la introducción de medidas de gestión de negocios como el ‘control de calidad’ en la educación, y el requisito de que la educación produzca el tipo de fuerza laboral mínimamente capacitada y flexible que las corporaciones requieren para maximizar sus ganancias.” Al hacerlo, los maestros luchan por el alma de la educación y la prosperidad futura de la sociedad. De hecho, los sindicatos funcionan como una forma de capital social, proporcionando una red de recursos que permite a los docentes protegerse de formas abiertas de explotación. Como dice Paulo Freire (2011), “el futuro no se ve como algo inexorable sino como algo que construyen personas comprometidas en la vida, en la historia. Es el conocimiento que ve la historia como una posibilidad y no como algo ya determinado. El mundo no está terminado. Siempre está en el proceso de llegar a ser."

Tanto en los países económicamente avanzados como en los empobrecidos, los docentes luchan por la misma causa: la defensa de la educación pública. Los maestros de todo el mundo se enfrentan a los mismos enemigos que se quieren apropiar de la educación mediante recortes y privatizaciones. Dado que el ataque es global, debe ser abordado internacionalmente por los maestros y las familias afectadas por el ataque. Como Freire también notó: "El desafío que enfrentamos ahora es encontrar maneras de imaginar posibilidades para escapar de la fuerza fatalista y restrictiva sobre nosotros, al tiempo que aceptamos que hay un deber, por ejemplo, nunca, bajo ninguna circunstancia, aceptar o alentar posiciones fatalistas.”

Es en este contexto donde la Universidad del Peloponeso y el Instituto Cooperativo de Estudios Transnacionales (CITS) están organizando la Primera Conferencia Internacional de Solidaridad de Maestros para reunir a educadores y trabajadores de todo el espectro de la educación en todo el mundo. Los maestros de educación primaria y secundaria y sus sindicatos, profesores de educación superior y adjuntos, personal y profesionales no docentes, y los sindicatos de padres están invitados a intercambiar experiencias de sus países para consolidar la solidaridad en su lucha por defender la educación pública en todo el mundo.

ΕΛΛΗΝΙΚΑ:

Το Πανεπιστήμιο Πελοποννήσου και το Cooperative Institute for Transnational Studies (CITS), οργανώνουν από κοινού το 1η Διεθνή Διάσκεψη του Κινήματος Αλληλεγγύης των Εκπαιδευτικών, που θα πραγματοποιηθεί από τις 07 έως και τις 10 Ιουλίου 2020. Σκοπός του συνεδρίου είναι να φέρει σε επαφή εκπαιδευτικούς και ακαδημαϊκούς ερευνητές με διαφορετικές εμπειρίες και από όλα τα μέρη του κόσμου, για να συζητήσουν και να οργανώσουν δράσεις για την προστασία του δικαιώματος πρόσβασης στην ποιοτική δημόσια εκπαίδευση, αλλά και τις εργασιακές συνθήκες του εκπαιδευτικού κλάδου.

Εδώ και δεκαετίες οι εκπαιδευτικοί και οι φοιτητές έχουν αναπτύξει πολύμορφες πρακτικές αντίστασης ενάντια στην παγκόσμια επίθεση στην εκπαίδευση, με σκοπό να αναδείξουν φλέγοντα ζητήματα, αλλά και να μαζικοποιήσουν τις συλλογικές δράσεις, όπως συλλαλητήρια, διαμαρτυρίες, διεκδικήσεις, επιστολές, αρθρώνοντας ταυτόχρονα λόγο σε δημόσιες συναντήσεις, στον τύπο, αλλά και το ραδιόφωνο, μεταξύ άλλων (Niesz, 2018). Σε ολόκληρο τον κόσμο, οι νέες μορφές νεοφιλελεύθερης διακυβέρνησης που επιδιώκουν να μετατρέψουν την εκπαίδευση σε ιδιωτική επιχείρηση, αντιμετώπισαν μαζικές αντιδράσεις και κινητοποίησεις. "Η πρόκληση που αντιμετωπίζουμε τώρα είναι να οραματιστούμε τρόπους διαφυγής από τη φαταλιστική και περιοριστική δύναμη που μας ασκείται", αποδεχόμενοι παράλληλα ότι "υπάρχει [ένα] καθήκον, να μην δεχθούμε ποτέ και σε καμία περίπτωση, ούτε να ενθαρρύνουμε φαταλιστικές αντιλήψεις" (Freire, 2011).

Οι εκπαιδευτικοί ηγούνται των ταξικών αγώνων. Δεν αγωνίζονται μόνο για καλύτερους μισθούς, αυτή είναι μόνο μια πτυχή του αγώνα τους. Αγωνίζονται κατά της ιδιωτικοποίησης της εκπαίδευσης, αγωνίζονται για μικρότερες αριθμητικά τάξεις, για καλύτερες συνθήκες εργασίας που θα ωφελήσουν τα παιδιά αλλά και τους ίδιους. Οι εκπαιδευτικοί γνωρίζουν ότι εάν το νεοφιλελεύθερο μοντέλο επικρατήσει στην εκπαίδευση, θα επηρεαστεί το μέλλον της κοινωνίας συνολικά. Με δεδομένο ότι οι περισσότεροι εκπαιδευτικοί είναι γυναίκες, ο αγώνας τους είναι και φεμινιστικός (Philips, S. 2019)

Οι συνδικαλιστικές οργανώσεις των εκπαιδευτικών δέχονται επίθεση, διότι παγκοσμίως συνιστούν το σημαντικότερο εμπόδιο στην διαδικασία εφαρμογής των νεοφιλελεύθερων σχεδίων ιδιωτικοποίησης της εκπαίδευσης. Οι εκπαιδευτικοί και οι φοιτητές, από την Οαχάκα του Μεξικό έως τη Χιλή, την Ελλάδα, την Ισπανία και ακόμη και την καρδιά της Μητρόπολης των ΗΠΑ, έχουν δει τα καταστροφικά αποτελέσματα του νεοφιλελευθερισμού. Σε όλο τον κόσμο, οι εκπαιδευτικοί, σε πολλές χώρες των πέντε ηπείρων, συμμετέχουν σε ένα πρωτόγνωρο, διεθνές, απεργιακό κίνημα. Μόλις τον τρέχων μήνα, οι απεργίες των εκπαιδευτικών επεκτάθηκαν στις πέντε ηπείρους (London, E. 2019). Στη Λατινική Αμερική η αντίσταση υπήρξε τεράστια. Σχεδόν ένα εκατομμύριο καθηγητές στην Αργεντινή, συμμετείχαν σε απεργία 72 ωρών απαιτώντας μαζικές αυξήσεις μισθών και τερματισμό των προσπαθειών ιδιωτικοποίησης από την κυβέρνηση του Προέδρου Mauricio Macri. Στη Βραζιλία, οι αρμόδιοι αρνούνται στους απεργούς εκπαιδευτικούς την αμοιβή τους και απειλούν να τους αντικαταστήσουν με απεργοσπάστες, με σκοπό να πλήξουν τα μισθολογικά και συνταξιοδοτικά τους δικαιώματα. Στην Κολομβία, οι εκπαιδευτικοί μάχονται εναντίον της μεθόδευσης επιβολής από την κυβέρνηση του Ivan Duqué, Εθνικού Αναπτυξιακού Σχεδίου που δημιούργησε το Διεθνές Νομισματικό Ταμείο και θα μειώσει τα κονδύλια για την δωδεκάχρονη εκπαίδευση, τη σχολική μεταφορά και ενδοσχολική νοσοκομειακή και υγειονομική περίθαλψη. Εν τω μεταξύ, τα κολομβιανά κερδοσκοπικά και ιδιωτικά πανεπιστήμια έχουν πολλαπλασιαστεί, ως αποτέλεσμα της χρηματοδότησης από την Παγκόσμια Τράπεζα, ενώ τα δημόσια ιδρύματα έχουν «στεγνώσει» οικονομικά.

Στην Αφρική, η αστυνομία στην Ραμπάτ -πρωτεύουσα του Μαρόκου-, χρησιμοποίησε κανόνια νερού για να διαλύσει χιλιάδες νέους εκπαιδευτικούς που διαμαρτύρονταν για καλύτερες εργασιακές συνθήκες. Με σύνθημα "ελευθερία, αξιοπρέπεια, κοινωνική δικαιοσύνη", εκπαιδευτικοί σε ολόκληρη τη χώρα απεργούσαν για τρεις συνεχόμενες εβδομάδες. Στο Μάλι, μια εν εξελίξει απεργία «παρέλυσε» το σχολικό σύστημα και απειλεί να χαθούν τάξεις του σχολικού έτους. Στην Κένυα, περισσότεροι από 180.000 εκπαιδευτικοί έχουν επανειλημμένα προκηρύξει εθνικές απεργιακές κινητοποιήσεις, στην έβδομη σε μέγεθος χώρα της Αφρικής. Στην Ακτή Ελεφαντοστού, δεκάδες χιλιάδες δάσκαλοι πρωτοβάθμιας και προσχολικής εκπαίδευσης, απέρριψαν την διαταγή για επιστροφή στην εργασία από το συνδικάτο και συνεχίζουν μια ισχυρή απεργία για έβδομη τώρα εβδομάδα.

Στην Ευρώπη, η αντίσταση είναι παρόμοια. Στο Δουβλίνο, τα μέλη του Συλλόγου Διδασκόντων, σε ποσοστό 98% ψήφισαν για να νομιμοποιήσουν μια απεργία εάν δεν επιτευχθεί συμβιβαστική διευθέτηση που «να τιμά» τους σπουδαστές του Δουβλίνου. Στην Πολωνία, σύμφωνα με την Gazeta Wyborcza, οι εκπαιδευτικοί από όλα τα επίπεδα εκπαίδευσης, θα ξεκινήσουν μια απεργία απεριόριστης διάρκειας τον Απρίλιο. Η δεδομένη κατάσταση σε πολλές χώρες, "δείχνει ότι ο αγώνας των εκπαιδευτικών για καλύτερες εργασιακές συνθήκες μπορεί δυνητικά να λειτουργήσει καταλυτικά για τον αγώνα ολόκληρης της εργατικής τάξης στην Πολωνία" (Kozlowski, 2019). Οι εκπαιδευτικοί στην Ολλανδία, από δύο συνδικάτα, που εκπροσωπούν εκπαιδευτικούς πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης και καθηγητές πανεπιστημίου, ενώθηκαν σε απεργία στις 15 Μαρτίου 2019. Στην πρώτη κοινή δράση εκπαιδευτικών όλων των βαθμίδων, απαίτησαν αύξηση της χρηματοδότησης για το σύνολο του τομέα της εκπαίδευσης. Πάνω από 40.000 εκπαιδευτικοί από όλη τη χώρα συμμετείχαν σε συλλαλητήριο στη Χάγη. Περισσότερα από τα μισά Δημοτικά Σχολεία της χώρας έκλεισαν. Είναι σύνηθες για τους εκπαιδευτικούς να στέκονται αλληλεγγύοι μεταξύ τους. Οι δάσκαλοι του Δημοτικού Σχολείου Furzedown στο Wandsworth του νότιου Λονδίνου που αγωνίζονται να τα καταφέρουν εξαιτίας των ελλείψεων στη χρηματοδότηση, προσφέρθηκαν εθελοντικά να μειωθεί η ετήσια αμοιβή τους κατά £ 7,000, για να σώσουν τις δουλειές των συναδέλφων τους.

Στις Ηνωμένες Πολιτείες, όπως παρατηρεί ο Lois Weiner, "Η νίκη των εκπαιδευτικών του Λος Άντζελες και του συνδικάτου τους -Ενωμένοι Δάσκαλοι του Λος Άντζελες (UTLA), στον αγώνα τους για τις συβάσεις απέναντι στην Ένωση Σχολείων του Λος Άντζελες (LAUSD), δυνητικά μπορεί να αλλάξει τον κόσμο, όπως έκανε το Συνδικάτο Εκπαιδευτικών του Σικάγου με την απεργία ορόσημο του 2012" (Weiner, 2019). Οι εκπαιδευτικοί σε ολόκληρη τη χώρα συζητούν την οργάνωση απεργιακών κινητοποιήσεων, συμπεριλαμβανομένου του Σακραμέντο στην Καλιφόρνια, του Fremont στην Καλιφόρνια, του San Ramon στην Καλιφόρνια, της Φιλαδέλφειας, της Πενσιλβανίας και των πολιτειών της Ιντιάνας, της Οκλαχόμα, της Αριζόνα, της Αλάσκας, της Νότιας Καρολίνας και του Κεντάκι. Οι εκπαιδευτικοί απαιτούν αυξήσεις στο Μισισίπι, τη Λουιζιάνα, το Μέιν, τη Νεβάδα, τη Βόρεια Ντακότα, το Αρκάνσας, το Ντελάγουερ, τη Γεωργία και το Νέο Μεξικό (Phillips, 2019). Στο Οντάριο του Καναδά εκτιμάται ότι 100.000 μαθητές Δημοτικού και Γυμνασίου, αποχώρησαν από τις αίθουσες διδασκαλίας τους σε ένδειξη διαμαρτυρίας για τις πρόσφατες περικοπές της επαρχιακής κυβέρνησης στην εκπαίδευση (O'Neil, 2019).

Όπως αναφέρουν οι Compton και Weiner (2008): "Τα Σωματεία των Εκπαιδευτικών πολεμούν ενάντια στην αυξανόμενη ιδιωτικοποίηση των εκπαιδευτικών υπηρεσιών, την εισαγωγή επιχειρηματικών βαθμίδων «αξιολόγησης» στην εκπαίδευση και την απαίτηση η εκπαίδευση να παράγει το είδος του ελάχιστα εκπαιδευμένου και ευέλικτου εργατικού δυναμικού που οι επιχειρήσεις χρειάζονται για να μεγιστοποίησουν τα κέρδη τους". Με αυτόν τον τρόπο αγωνίζονται για την «ψυχή» της εκπαίδευσης και τη μελλοντική ευημερία ολόκληρης της κοινωνίας. Πράγματι, τα συνδικάτα λειτουργούν σαν μια μορφή κοινωνικού κεφαλαίου, παρέχοντας ένα δίκτυο πόρων που επιτρέπουν στους εκπαιδευτικούς να προστατεύονται από τις εμφανείς μορφές εκμετάλλευσης. Όπως αναφέρει ο Paulo Freire (2011), "το μέλλον δεν αντιμετωπίζεται ως αναπόφευκτο, αλλά ως κάτι που δημιουργείται από ανθρώπους που πορεύονται μαζί στη ζωή, στην ιστορία. Είναι η γνώση που βλέπει την ιστορία δυναμικά και όχι σαν κάτι προδιαγεγραμμένο. Ο κόσμος δεν έχει τελειώσει. Βρίσκεται πάντα στη διαδικασία της διαμόρφωσης".

Τόσο στις οικονομικά προηγμένες, όσο και στις οικονομικά αναπτυσσόμενες χώρες, οι εκπαιδευτικοί αγωνίζονται για τον ίδιο σκοπό: την υπεράσπιση της δημόσιας εκπαίδευσης. Οι εκπαιδευτικοί σε παγκόσμιο επίπεδο αναμετρούνται με τους ίδιους εχθρούς, που απαιτούν να «αναλάβουν» την εκπαίδευση μέσω περικοπών και ιδιωτικοποιήσεων. Η εκπαίδευση είναι η βάση οποιασδήποτε κοινωνίας και η απειλή ιδιωτικοποίησής της, αποτελεί απειλή για το μέλλον της κοινωνίας και για το μέλλον του κόσμου. Δεδομένου ότι η επίθεση είναι παγκόσμια, πρέπει να αντικρουστεί σε διεθνές επίπεδο από εκπαιδευτικούς και οικογένειες που πλήττονται από την επίθεση.

TURKISH

Öğretmen ve öğrenciler, uzun bir süredir, eğitime yönelik küresel düzeydeki saldırılar konusunda farkındalık yaratmaya çalışarak ve toplantılar, protestolar, duruşmalar, imza kampanyaları gibi toplu eylemlerde yer alarak, mitinglerde, radyoda ve benzeri platformlarda konuşmalar yaparak, eğitimi hedef alan söz konusu küresel saldırıya direnmektedir (Niesz, 2018). Tüm dünyada, eğitimi özel bir girişime dönüştürme çabası kapsamında kontrolün şirketlerin eline geçmesi, muhalefet ve halk seferberliği ile karşılaşmaktadır. “Şu anda karşı karşıya kaldığımız zorluk, “her ne koşul altında olursa olsun, asla, kaderci görüşleri kabul etmemek ve desteklememek gibi bir görevimiz var,” (Freire, 2011) anlayışıyla, üzerimizdeki kaderci ve baskıcı güçten kurtulmak için yeni fırsatları hayal etmemizi sağlayacak yollar bulmaktır.”

Öğretmenler özgürleştirici sınıf mücadelelerinin aktörleridirler. Öğretmenler sadece daha iyi bir maaş alabilmek için mücadele etmezler; bu sınıf mücadelesinin sadece bir yüzüdür. Öğretmenler, eğitimin özelleştirilmesine karşı mücadele ederler, hem çocuklar için hem de kendileri için daha iyi bir öğretim ortamı ve daha uygun çalışma koşulları sunacak daha küçük sınıflar için mücadele ederler. Öğretmenler, neoliberal proje eğitimde başarıya ulaşırsa, toplumun geleceğinin bundan etkileneceğinin farkındadırlar. Öğretmenlerin çoğu kadın olduğundan, bu mücadele aynı zamanda feminist bir mücadeledir (Philips, S. 2019).

Öğretmen sendikaları da saldırı altında, çünkü tüm dünyada eğitimi özelleştirme amaçlı neoliberal projenin uygulanmasının önündeki en büyük engel bu sendikalardır. Oaxaca Meksika’dan Şili’ye, Yunanistan’a, İspanya’ya ve hatta Amerika Birleşik Devletleri’ne kadar tüm öğretmenler ve öğrenciler, neoliberalizmin yıkıcı sonuçlarına maruz kalmaktadır. Dünya genelinde, beş kıtadaki birçok ülkede, öğretmenler, eşi görülmemiş uluslararası boyutlarda grev hareketlerine katılmaktadır. Sadece bu ay içinde bile, öğretmenler beş kıtaya yayılan grevlere katılmıştır (London, E. 2019). Latin Amerika’da direniş büyük boyutlara ulaşmıştır. Arjantin’de neredeyse bir milyona yakın öğretmen daha yüksek maaş ve Başkan Mauricio Macri hükümeti tarafından yürütülen özelleştirme çabalarına son verilmesini talep eden 72 saatlik bir grev düzenlemiştir. Brezilya’da yetkililer, öğretmenlerin maaşlarını ödememekte ve maaşlarını ve emeklilik haklarını ellerinden almak için onları işten çıkararak yerlerine greve katılmayan öğretmenleri getirmekle tehdit etmektedir. Kolombiya’da öğretmenler, Uluslararası Para Fonu (IMF) tarafından hazırlanmış olup zorunlu eğitim, okula ulaşım ve okulda sağlık hizmeti için gerekli bütçenin kesilmesine neden olacak Ulusal Kalkınma Planı’nı uygulayan Ivan Duqué hükümetine karşı mücadele etmektedir. Bu arada Kolombiya’daki kamu kurumları hızla tükenirken, Dünya Bankası tarafından finanse edilen kâr amaçlı ve özel üniversitelerin sayısı hızla artmaktadır.

Afrika’da Fas’ın başkenti Rabat’ta polisler, daha iyi çalışma koşulları için protesto düzenleyen binlerce genç öğretmeni püskürtmek için tazyikli su fışkırtan araçlar kullanmıştır. Bu genç öğretmenler, “özgürlük, onur, sosyal adalet” diye slogan atmaktaydı. Ülke çapında öğretmenler üç haftadır aralıksız grev yapmaktadır. Mali’de devam eden bir grev “Mali okul sistemini felce uğratmıştır” ve sene sonuna kadar öğretime yeniden başlanmayacağı tehdidinde bulunmaktadır. Kenya’da 180 binden fazla öğretmen, Afrika’nın yedinci büyük ülkesinde tekrar tekrar ulusal grev eylemleri düzenlemektedir. Fildişi Sahilleri’nde, on binlerce okul öncesi ve ilkokul öğretmeni, sendikaların verdiği işe geri dönme emrini reddederek şu an yedinci haftasında olan güçlü bir grev düzenlemeye devam etmektedir.

Avrupa’da da benzer bir direniş vardır. Dublin’de Öğretmen Derneği üyelerinin %98’i Dublin öğrencilerinin lehine olacak bir anlaşmaya varılmazsa, greve gitmeye karar vermiştir. Gazeta Wyborcza’yagöre, Polonya’da eğitimin bütün kademesindeki öğretmenler, Nisan’da başlayacak süresiz bir grev planlamaktadır. Birçok ülkede olduğu gibi, “Bu, öğretmenlerin daha iyi çalışma koşulları için verdiği mücadelenin, Polonya’daki tüm işçi sınıfı mücadelesi için potansiyel bir katalizör olabileceğini göstermektedir” (Kozlowski, 2019). Hollanda’da, iki sendikanın üyesi olup ilkokul ve ortaokul öğretmenleri ile üniversite öğretim üyelerini temsil eden öğretmenler, 15 Mart 2019’da birlikte grev yapmak üzere bir araya gelmiştir. Tüm eğitim kademelerindeki öğretmenlerin yer aldığı ilk birleşik eylemde, tüm eğitim sektörü için daha fazla bütçe talep edilmiştir. Hague’da, ülkenin her bir yanından gelen 40 binden fazla eğitimci bir mitinge katılmıştır. Ülkedeki ilkokulların yarısından fazlası kapatılmıştır. Öğretmenlerin diğer öğretmenlerle dayanışma içinde olması yaygın bir durumdur. Londra’nın güneyindeki Wandsworth’te bulunan Furzedown İlkokulu’nda görev yapmakta olup mali sıkıntılar nedeniyle ayın sonunu getirmekte zorlanan öğretmenler, meslektaşlarının işlerini kurtarabilmek için maaşlarından yılda £ 7,000 tutarında bir kesinti yapılmasına gönüllü olarak izin vermektedir.

Lois Weiner’e göre, “Chicago Öğretmenler Sendikası’nın bir sembol haline gelen 2012 grevinde yaptığı gibi, Los Angeles öğretmenlerinin ve Los Angeles’ın Birleşmiş Öğretmenleri (United Teachers of Los Angeles - UTLA) adlı sendikalarının, Los Angeles Birleşik Okul Bölgesi’ne (Los Angeles Unified School District - LAUSD) karşı kazandıkları sözleşme düzeyindeki zafer, dünyayı değiştirme potansiyeline sahiptir” (Weiner, 2019). Sacramento, California; Fremont, California; San Ramon, California; Philadelphia, Pennsylvania ve Indiana, Oklahoma, Arizona, Alaska, South Carolina ve Kentucky eyaletleri dâhil olmak üzere ülke çapında öğretmenler greve gitmeyi planlamaktadır. Mississippi, Louisiana, Maine, Nevada, North Dakota, Arkansas, Delaware, Georgia ve New Mexico’da, öğretmenler zam talep etmektedir (Phillips, 2019). Ontario, Kanada’da yaklaşık 100 bin ilk ve ortaöğretim öğrencisi, yerel yönetimin eğitimde uyguladığı bütçe kesintisini protesto etmek için sınıfları terk etmiştir (O’Neil, 2019).

Compton ve Weiner’ın (2008) de ifade ettiği gibi, “Öğretmen sendikaları, eğitim hizmetlerinin her geçen gün daha fazla özelleştirilmesiyle, işletmelere ait ‘kalite kontrol’ değerlendirmelerinin eğitime transferiyle ve şirketlerin kâr payını en üst seviyeye çıkarması için gerekli olan yeterli olan en alt düzeyde eğitimli ama esnek işgücünün yetiştirilmesi talebiyle mücadele etmektedir.” Bu mücadele ile eğitimin ruhu ve toplumun refahı için savaş vermektedirler. Aslında, sendikalar, öğretmenlerin açık sömürü düzeninden kendilerini korumalarını mümkün kılan bir kaynak ağı sağlayarak bir tür sosyal sermaye görevi görmektedir. Paulo Freire’nin (2011) dediği gibi, “gelecek değiştirilemez bir şey gibi değil, hayatın, tarihin içinde yer alan insanların birlikte inşa ettiği bir şey gibi görülür. Tarihi, önceden belirlenmiş bir şey değil de bir olasılık olarak gören şey bilgidir. Dünya henüz tamamlanmadı. Her zaman var olma sürecinde.”

Ekonomik olarak gelişmiş ve az gelişmiş ülkelerde, öğretmenler tek bir amaç için mücadele etmektedir: kamusal eğitimin savunulması. Öğretmenler, dünyanın her yerinde, kesintiler ve özelleştirmeler yoluyla eğitimi ele geçirmek isteyen aynı düşmanlarla karşı karşıya gelmektedir. Eğitim her toplumun temelidir ve eğitimin şirketler tarafından ele geçirilmesine ilişkin tehdit, aslında toplumun ve dünyanın geleceğine yönelik bir tehdittir. Saldırı küresel boyutta olduğu için, bu saldırıdan etkilenen öğretmenler ve aileler tarafından, uluslar arası düzeyde ele alınmalıdır.

PORTUGUÊS:

Já faz décadas que professores e estudantes têm resistido ao ataque global à educação por tentar conscientizar sobre questões de interesse comum e se engajar em ações coletivas, incluindo manifestações, protestos, ações judiciais, campanhas de redação de abaixo assinados, palestras em reuniões públicas e em mídias, e assim por diante (Niesz, 2018). Em todo o mundo, a aquisição corporativa de instituições educacionais que está tentando transformar a educação em uma empresa privada está sendo recebida com discordância e mobilização maciça. “O desafio que agora enfrentamos é encontrar maneiras de imaginar possibilidades de escapar da força fatalista e restritiva em nós, aceitando que existe [um] dever, por exemplo, de nunca, em nenhuma circunstância, aceitar ou encorajar posições fatalistas." (Freire, 2011).

Os professores são os atores nas lutas de classe emancipatórias. Os professores não estão lutando apenas por melhores salários; isso é apenas uma parte da luta. Eles estão lutando contra a privatização da educação, estão lutando por classes menores, por mais ensino e melhores condições de trabalho para eles e para seus alunos. Os professores sabem que, se o projeto neoliberal for bem-sucedido na educação, o futuro da sociedade será afetado. Como a maioria dos professores são mulheres, essa luta também é feminista (Philips, S. 2019).

Os sindicatos de professores têm sido atacados porque em todo o mundo eles são as barreiras mais significativas para a implementação do projeto do neoliberalismo para a privatização da educação. Professores e estudantes de Oaxaca, México e Chile, à Grécia, Espanha e até mesmo no coração de metrópolis como as dos EUA viram os resultados devastadores do neoliberalismo. Em todo o mundo, professores de muitos países dos cinco continentes estão participando de um movimento de greve de proporções internacionais sem precedentes. Apenas este mês, greves de professores se espalharam pelos cinco continentes (Londres, E. 2019). Na América Latina, a resistência tem sido enorme. E quase um milhão de professores pararam na Argentina em uma greve de 72 horas exigindo aumentos massivos de salários e o fim dos esforços de privatização do governo do presidente Mauricio Macri. No Brasil, os professores estão sendo perseguidos e os professores grevistas estão sendo ameaçados de serem substituídos. Os professores estão sofrendo corte de salários e direitos previdenciários. Na Colômbia, os professores lutam contra o governo de Ivan Duqué para fazer cumprir um Plano Nacional de Desenvolvimento elaborado pelo Fundo Monetário Internacional que reduzirá o financiamento para a educação básica, transporte escolar e enfermagem e saúde na escola. Enquanto isso, universidades colombianas com fins lucrativos e privadas proliferaram como resultado do financiamento do Banco Mundial, enquanto as instituições públicas estão sem recursos.

Na África, a polícia na capital do Marrocos, Rabat, usou canhões de água para dispersar milhares de jovens professores que protestavam por melhores condições de trabalho. Eles estavam cantando "liberdade, dignidade, justiça social". Professores de todo o país estão em greve há três semanas consecutivas. No Mali, uma greve em curso "paralisou o sistema escolar maliano" e ameaça cancelar as aulas do ano. No Quênia, mais de 180.000 professores repetidamente apoiaram a greve nacional em todo o sétimo maior país da África. Na Costa do Marfim, dezenas de milhares de professores de escolas primárias e pré-escolares recusaram uma ordem de volta ao trabalho do sindicato e continuaram com uma greve poderosa na sua sétima semana.

Na Europa, a resistência é semelhante. 97% dos membros da Associação de Professores de Dublin votaram para autorizar uma greve se um acordo de contrato que envolve os estudantes de Dublin não for alcançado. Na Polônia, de acordo com o Gazeta Wyborcza, professores de todos os níveis de ensino começarão uma greve de duração ilimitada a partir de abril. Como é o caso em muitos países, "Isso mostra que a luta dos professores por melhores condições de trabalho pode potencialmente se tornar um catalisador para a luta de toda a classe trabalhadora na Polônia" (Kozlowski, 2019). Professores na Holanda, de dois sindicatos, representando professores primários e secundários e professores universitários, se uniram em uma greve em 15 de março de 2019. Na primeira ação conjunta de professores em todos os níveis, eles exigiram mais financiamento para todo o setor da educação. Mais de 40.000 educadores de todo o país participaram de uma manifestação em Haia. Mais da metade das escolas primárias do país foram fechadas. É comum que os professores sejam solidários com outros professores. Os professores da escola primária de Furzedown, em Wandsworth, no sul de Londres, que lutam para sobreviver por causa de déficits de financiamento, se ofereceram para sofrerem um corte salarial de £ 7.000 por ano, a fim de salvar os empregos de seus colegas.

Nos EUA, como observa Lois Weiner, “A vitória dos professores de Los Angeles e seu sindicato, o United Teachers of Los Angeles (UTLA), contra o Distrito Escolar Unificado de Los Angeles (LAUSD), tem o potencial de mudar o mundo, o Sindicato de Professores de Chicago fez de sua greve de 2012 um marco (Weiner, 2019). Professores de todo o país estão discutindo ações de greve, inclusive em Sacramento, Califórnia; Fremont, Califórnia; San Ramon, Califórnia; Filadélfia, Pensilvânia, e nos estados de Indiana, Oklahoma, Arizona, Alasca, Carolina do Sul e Kentucky. Os professores estão exigindo aumentos em Mississippi, Louisiana, Maine, Nevada, Dakota do Norte, Arkansas, Delaware, Geórgia e Novo México (Phillips, 2019). Em Ontário, no Canadá, estima-se que 100.000 alunos do ensino fundamental e médio saíram de suas salas de aula em protesto contra os recentes cortes na educação do governo da província (O'Neil, 2019).

Como Compton e Weiner (2008) dizem, “os sindicatos de professores estão lidando com a crescente privatização dos serviços de educação, a introdução de medidas de controle de qualidade dos negócios e a exigência de que a educação produza o tipo de força de trabalho minimamente treinada e flexível que as corporações exigem para maximizar seus lucros ”. Ao fazer isso, eles estão lutando pela alma da educação e pela prosperidade futura da sociedade. De fato, os sindicatos funcionam como uma forma de capital social, fornecendo uma rede de recursos que permite aos professores se protegerem de formas explícitas de exploração. Como diz Paulo Freire (2011), “o futuro é visto não como inexorável, mas como algo construído por pessoas engajadas na vida, na história. É o conhecimento que vê a história como possibilidade e não como já determinado. O mundo não está acabado. Está sempre no processo de se tornar”.

Em países economicamente avançados e subdesenvolvidos, os professores estão lutando pela mesma causa: a defesa da educação pública. Os professores em todo o mundo são confrontados com os mesmos inimigos que exigem cortes e privatizações no campo da educação. A educação é a base de qualquer sociedade e a ameaça da aquisição corporativa é uma ameaça ao futuro da sociedade e ao futuro do mundo. Como o ataque é global, ele precisa ser tratado internacionalmente por professores e famílias afetadas pelo ataque.

Informations

Themes to be addressed:

In an attempt to combine theory and praxis, the conference will have two different groupings; plenary sessions and workshops. It is our intention to bring academics and Teachers' Unionists together in both.

Neoliberal policies in various countries

Forms of Resistance in various countries

How to create networks of solidarity

Class and neoliberalism in education

Feminism and teachers' struggles

Cuts in education

Vouchers in education

Privatization of K-20 education

Privatization of Higher Education

Adjuncts and tenureships

Administration against teaching

Alternatives to neoliberal teaching

Standardized testing-teaching to the test

International institutions and global attack to education

BOOK PRESENTATIONS

Mike Neary: Student as Producer: how do revolutionary teachers teach? Zero Books.

Ricardo Espinoza Lolas y J. Félix Angulo (eds.): Conceptos para demolar la educacion capitalista, (Concepts to demolish capitalist education), Gedisa.

INTERNATIONAL SCIENTIFIC BOARD

Nita Freire, Brazil.

Maria Nikolakaki, University of Peloponnese, Greece

Peter McLaren, College of Educational Studies, Chapman University, California, USA

Ira Shor College of Staten Island, City University of New York, USA

Antonia Darder, Loyola Marymount University, Los Angeles, California, USA and University of Johannesburg, Johannesburg, South Africa.

Paolo Vitoria, Università degli studi di Napoli Federico II., Italy

Dave Hill, Anglia Ruskin, Middlesex University, UK.

Peter Mayo, University of Malta

Jones, Irwin, Institute of Education, St Patrick's Campus, Dublin, Ireland

Stuart Chen-Hayes, CUNY Lehman College, NY, USA

Wei Jin, School of Marxism at Wuhan University, Hubei, People's Republic of China

Gordon Asher, Independent Scholar, UK

Grant Banfield, University of South Australia.

Mike Cole, University of East London, UK

Curry Malott, West Chester University of Pennsylvania, US.

Derek Ford, Depauw University, Indiana, USA

Tom Griffiths, Newcastle University, Australia

Kemal Inal, Gazi University, Ankara, Turkey.

Mike Neary, Cooperative College, UK.

Anna Dinerstein, University of Bath, UK

Sarah Amsler, University of Nottingham, UK

Andrej Grubacic, California Institute of Integral Studies, USA

Ravi Kumar, South Asian University, New Delhi - India

Mabel Thwaites Rey, Universidad de Buenos Aires, Argentina

Felix Angulo Rusco, Universidad de Cadiz, Chile.

Sheila Macrine, UMASS Boston, USA

Avelino Víctor Couceiro Rodríguez, University of Havana, Cuba

Jean-Noël Grenier, Université Laval, Québec, Canada

Ayhan Ural, Gazi University, Ankara, Turkey.

Raluca Bejan, St Thomas University, Fredericton, Canada.

Shivali Tukdeo, National Institute of Advanced Studies (NIAS), Bangalore, India

Erdal Kucuker, Tokat Gaziosmanpasa University, Turkey.

Ernesto Dominguez Lopez, University of Havana, Cuba.

Seida Barrera Rodriguez, University of Havana, Cuba

Inny Accioly, Fluminense Federal University Education Department of Angra dos Reis Rio de Janeiro, Brazil

Ana Cruz, St. Louis Community College - Meramec

Stavroula Kaldi, University of Thessaly

Despoina Karakatsani, University of Peloponnese.

Dimitris Zachos, Aristoteleian University of Thessaloniki

Stratos Georgoulas, University of the Aegean

Anastasios Siatras, University of Thessaly

SUBMISSION OF ABSTRACTS

To propose a paper, please send an abstract of up to 250-word abstract for a paper and a 500-word proposal for a panel by email no later than 7th March 2020.
Please include a photo and a very short bio in your submission. Please also state in the subject title of your email either “Paper” or “Panel Proposal” Each panel should include 3 papers at least.

For Teachers Unionists there will be workshops, with ability to connect with skype. Please contact at This e-mail address is being protected from spambots. You need JavaScript enabled to view it

The final papers accepted after peer review will be published in the Conference Proceedings and international books.

Deadline for abstracts-7th March 2020

Send abstracts to: This e-mail address is being protected from spambots. You need JavaScript enabled to view it and This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Conference Fees: 250 euros

Students, teachers representing unions, unemployed and all those in precarious employment (i.e. hourly paid, zero hours contract employment) Free/No registration fees.

Sponsored by The Real News Network

Real News Network

Accommodation:

Hotels in Corinth

Hotels in Loutraki

Tourist places to visit:

Korinthos:

http://www.visitgreece.gr/en/destinations/korinthos
Ancient Korinthos:

http://www.visitgreece.gr/en/culture/archaeological_sites/ancient_korinthos
Ancient theater of Epidavros

https://www.gtp.gr/TDirectoryDetails.asp?ID=80329
Νafplio:

http://www.visitgreece.gr/en/main_cities/nafplio
Μycenae:

http://www.visitgreece.gr/en/culture/archaeological_sites/mycenae
Ancient Olympia

http://odysseus.culture.gr/h/3/eh351.jsp?obj_id=2358
Μycenae and Tiryns:

http://www.visitgreece.gr/en/culture/archaeological_sites/mycenae_and_tiryns

SUBMISSION OF ABSTRACTS

To propose a paper, please send an abstract of up to 250-word abstract for a paper and a 500-word proposal for a panel by email no later than 7th March 2020.
Please include a photo and a very short bio in your submission. Please also state in the subject title of your email either “Paper” or “Panel Proposal” Each panel should include 3 papers at least.

For Teachers Unionists there will be workshops, with ability to connect with skype. Please contact at This e-mail address is being protected from spambots. You need JavaScript enabled to view it

The final papers accepted after peer review will be published in the Conference Proceedings and international books.

Deadline for abstracts-7th March 2020

Send abstracts to: This e-mail address is being protected from spambots. You need JavaScript enabled to view it and This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Conference Fees: 250 euros

Students, teachers representing unions, unemployed and all those in precarious employment (i.e. hourly paid, zero hours contract employment) Free/No registration fees.

Accommodation:

Hotels in Corinth

Hotels in Loutraki

Tourist places to visit:

Korinthos:

http://www.visitgreece.gr/en/destinations/korinthos

Ancient Korinthos:

http://www.visitgreece.gr/en/culture/archaeological_sites/ancient_korinthos

Ancient theater of Epidavros

https://www.gtp.gr/TDirectoryDetails.asp?ID=80329

Νafplio:

http://www.visitgreece.gr/en/main_cities/nafplio

Μycenae:

http://www.visitgreece.gr/en/culture/archaeological_sites/mycenae

Ancient Olympia

http://odysseus.culture.gr/h/3/eh351.jsp?obj_id=2358

Μycenae and Tiryns:

http://www.visitgreece.gr/en/culture/archaeological_sites/mycenae_and_tiryns