Pokušaji ostvarivanja pedagoškog pluralizma u obrazovnoj politici i praksi u Srbiji ; Attempts at Achieving Pedagogical Pluralism in the Education Policy and Practice in Serbia
Rad je razmatra pitanja uspostavljanja i razvijanja pedagoškog pluralizma u obrazovnoj politici i praksi u Srbiji u razdoblju od sredine 20. stoljeća do danas. Pod pedagoškim pluralizmom podrazumijevamo uvažavanje i afirmaciju različitih pedagoških koncepcija i pristupa u razvijanju teorije i prakse obrazovanja, odnosno njegovanje različitih teorijskih orijentacija u području obrazovanja, kao i omogućavanje i ostvarivanje alternativnih rješenja glede organizacije i funkcioniranja školskog i nastavnog rada u odnosu na dominantni model školovanja. U vrijeme jugoslavenskog socijalističkog sustava, koga karakterizira nepostojanje demokratskog političkog poretka i odsustvo njegovanja pluralističkih stavova i vrijednosti, izostao je i pedagoški (i školski) pluralizam. Povoljniji uvjeti za razvoj pedagoškog i školskog pluralizma u Srbiji stvoreni su u post-socijalističkom razdoblju. Nakon 90-tih godina 20. stoljeća otvorena je mogućnost osnivanja privatnih odgojno-obrazovnih ustanova, a od nedavno i vrtića i škola posebne pedagoške orijentacije (tj. alternativnih škola). Također, u proteklom razdoblju realiziran je veći broj projekata, programa i obuka usmjerenih ka unaprjeđenju kvalitete nastavnog i školskog rada, u okviru kojih se mogu prepoznati ideje i koncepti karakteristični za reformne pedagoške pokrete. Međutim, dojam je da se inicijative i napori kojima se podupire pluralizam u obrazovanju, a koji dolaze od znanstvene i stručne javnosti, kao i od prosvjetnih vlasti, odnose uglavnom na demokratizaciju i unaprjeđivanje kvalitete obrazovanja unutar javnog sustava školstva, a ne na promoviranje i podršku privatnom obrazovanju i/ili alternativnim pedagoškim koncepcijama u njihovom izvornom obliku. ; The paper addresses the issue of introducing and fostering pedagogical pluralism in the education policy and practice in Serbia from the mid-20th century onwards. Pedagogical pluralism implies the appreciation and affirmation of different pedagogical conceptions and approaches aimed at developing education theory and practice, i. e. the promotion of different theoretical orientations in the field of education, as well as the implementation of alternative solutions to the organisation and functioning of school work and teaching that differ from the prevailing education model. During the Yugoslav socialist system characterized by the lack of a democratic political order and pluralistic attitudes and values, there was no room for pedagogical (and school) pluralism either. More favourable conditions for the development of pedagogical and school pluralism in Serbia were created in the post-socialist period. After the 1990s, possibilities opened up for privately founded educational institutions, and since recently – kindergartens and schools with special pedagogical orientation (alternative schools). A significant number of projects, programmes and trainings were also implemented in the previous period aimed at enhancing the quality of school work and teaching conveying the ideas and concepts typical of reform pedagogy movements. However, it seems that the initiatives and efforts encouraging pluralism in education undertaken by the academic community and the education authorities are directed more at fostering the democratisation of education and improving its quality inside the public school system and less at promoting and supporting private education and/or alternative pedagogical approaches in their original form.