Do jeito que compreendem os pedagogos se trata, basicamente, de adotar valores antiocidentais e demonizar o Capitalismo como sendo gerador de todos os males sobre a Terra, como se qualquer outra cultura antecedente ou marginal a tais conceitos fossem “puras” e dotadas de virtudes que foram perdidas e precisam ser resgatadas. Também é advogado que tal “resgate” se dê via revolucionária ou reformas espasmódicas que pervertam nossas instituições e permitam que “intelectuais” ligados à Educação administrem recursos públicos para doutrinar as massas, principalmente, as mais pobres jogando-as contra aqueles melhor situados economicamente e imputando a estes uma espécie de “culpa histórica”, como seu sucesso não fosse resultante de esforços individuais e sim de uma prévia posição de vantagem na corrida pelo progresso econômico. Exemplo característico disto é a introdução no conteúdo de História de aspectos culturais, artísticos de outros povos, como a arquitetura azteca (imagem acima), mas ignorando solenemente os propósitos para os quais se destinava, que eram sacrifícios humanos rotineiros. 

Este processo não busca valorizar de modo equânime todas as culturas, todos os povos, mas criar intuitivamente na cabeça dos alunos uma “teoria da balança” onde o sucesso de uns se deu, exclusivamente, pelo fracasso e submissão de outros. Guerras e domínio foram uma constante da própria História, se não a própria História, mas esquecer de equilibrar seu conteúdo como se fosse uma narrativa de guerra e opressão pura e simples traz como efeito um maniqueísmo simplista ao invés de promover o espírito inquiridor e a curiosidade. Para se entender os modos de vida que levaram os diferentes tipos de desenvolvimento econômico e criação de instituições nas diversas sociedades se faz necessário ir além da narrativa de “bons” e “maus” que é o modo sumamente desonesto em que estes novos currículos nos são apresentados. Em suma, o “multiculturalismo” nos EUA e agora, a Base Nacional Comum Curricular no Brasil não passam de pura lorota e uso da máquina pública com podres fins ideológicos. Confira o texto abaixo sobre o mesmo processo que se passou nos planos educacionais nos EUA (destaques meus).

Anselmo Heidrich

 

Multiculturalism’s War on Education

Thursday September 23, 2004

By: Elan Journo

 

Multiculturalism seeks to inject an anti-Western dogma into today’s curriculum. Back to school nowadays means back to classrooms, lessons and textbooks permeated by multiculturalism and its championing of “diversity.” Many parents and teachers regard multiculturalism as an indispensable educational supplement, a salutary influence that “enriches” the curriculum. But is it?

With the world’s continents bridged by the Internet and global commerce, multiculturalism claims to offer a real value: a cosmopolitan, rather than provincial, understanding of the world beyond the student’s immediate surroundings. But it is a peculiar kind of “broadening.” Multiculturalists would rather have students admire the primitive patterns of Navajo blankets, say, than learn why Islam’s medieval golden age of scientific progress was replaced by fervent piety and centuries of stagnation.

Leaf through a school textbook and you’ll find that there is a definite pattern behind multiculturalism’s reshaping of the curriculum. What multiculturalists seek is not the goal they advertise, but something else entirely. Consider, for instance, the teaching of history.

“One text acclaims the inhabitants of West Africa in pre-Columbian times for having prosperous economies and for establishing a university in Timbuktu; but it ignores their brutal trade in slaves and the proliferation of far more consequential institutions of learning in Paris, Oxford and elsewhere in Europe. Some books routinely lionize the architecture of the Aztecs, but purposely overlook or underplay the fact that they practiced human sacrifices. A few textbooks seek to portray Islam as peaceful in part by distorting the concept of “jihad” (“sacred war”) to mean an internal struggle to surmount temptation and evil. Islam’s wars of religious conquest are played down.”

What these textbooks reveal is a concerted effort to portray the most backward, impoverished and murderous cultures as advanced, prosperous and life-enhancing. Multiculturalism’s goal is not to teach about other cultures, but to promote–by means of distortions and half-truths–the notion that non-Western cultures are as good as, if not better than, Western culture. Far from “broadening” the curriculum, what multiculturalism seeks is to diminish the value of Western culture in the minds of students. But, given all the facts, the objective superiority of Western culture is apparent, so multiculturalists artificially elevate other cultures and depreciate the West.

If students were to learn the truth of the hardscrabble life of primitive farming in, say, India, they would recognize that subsistence living is far inferior to life on any mechanized farm in Kansas, which demands so little manpower, yet yields so much. An informed, rational student would not swallow the “politically correct” conclusions he is fed by multiculturalism. If he were given the actual facts, he could recognize that where men are politically free as in the West, they can prosper economically; that science and technology are superior to superstition; that man’s life is far longer, happier and safer in the West today than in any other culture in history.

The ideals, achievements and history of Western culture in general–and of America in particular–are purposely given short-shrift by multiculturalism. That the Industrial Revolution and the Information Age were born and flourished in Western nations; that the preponderance of Nobel prizes in science have been awarded to people in the West–such facts, if they are noted, are passed over with little elaboration.The “history” that students do learn is rewritten to fit multiculturalism’s agenda. Consider the birth of the United States. Some texts would have children believe the baseless claim that America’s Founders modeled the Constitution on a confederation of Indian tribes. This is part of a wider drive to portray the United States as a product of the “convergence” of three traditions–native Indian, African and European.(*) But the American republic, with an elected government limited by individual rights, was born not of stone-age peoples, but primarily of the European Enlightenment. It is a product of the ideas of thinkers like John Locke, a British philosopher, and his intellectual heirs in colonial America, such as Thomas Jefferson. It is a gross misconception to view multiculturalism as an effort to enrich education. By reshaping the curriculum, the purveyors of “diversity” in the classroom calculatedly seek to prevent students from grasping the objective value to human life of Western culture–a culture whose magnificent achievements have brought man from mud huts to moon landings. Multiculturalism is no boon to education, but an agent of anti-Western ideology.

Elan Journo is an editor and writer for the Ayn Rand Institute in Irvine, CA. The Institute promotes Objectivism, the philosophy of Ayn Rand, author of Atlas Shrugged and The Fountainhead.

http://www.aynrand.org/site/News2?page=NewsArticle&id=10249

(*) Os sujeitos são caras-de-pau mesmo: inventando uma mentirada a la Darcy Ribeiro sobre a formação dos EE.UU.

 

Este tipo de picaretagem, eu conheço bem aqui no Brasil: distorcer a História a tal ponto de TUDO que tiver raiz européia-ocidental parecer falso, prostituído, repressor e toda cultura diferente (que merece ser estudada, mas não admirada sobre as demais) passa, automaticamente, a ser o oposto, “redentora”, “democrática” etc. A conversa mole citada acima de mostrar a beleza da arquitetura asteca, sem falar nada, nadinha, nadica de nada de sua estrutura social na qual os sacrifícios humanos tinham papel preponderante na mesma é um mero exemplo, a pontinha do iceberg de uma transgressão intelectual grosseira, maniqueísta, uma manipulação terceiro-mundista… Engraçado como esta porcaria vem do próprio EE.UU. que, a par de sua excelente contribuição para o mundo, também cria e difunde lixos assim. Estes são, seletivamente, adotadas pela matungada latino-americana. Pra variar, só podia ser coisa de professor de Humanas.

Anselmo Heidrich