Educação e cidadania: caminhos de desigualdades e neoliberalismo no Brasil
This research has as its central proposal to present the parths of education in Brazil and the implications that provoked new practices in relation to the idea of citizenship in the context of neoliberalism. Since colonization to the present day, a dual model of education has been established in the...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/45439 |
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| Resumo: | This research has as its central proposal to present the parths of education in Brazil and the implications that provoked new practices in relation to the idea of citizenship in the context of neoliberalism. Since colonization to the present day, a dual model of education has been established in the country, which is reflected in the understanding of citizenship built in society. The development and consolidation of neoliberalism accentuated our social inequalities and coupled with national political transformations, it provoked a set of reforms in the scope of work, social security, health and education. We have a history marked by a slow itinerary in the elaboration of a democratic society, with moments of repression, processes of redemocratization, a brief reduction of social inequalities, democratic rupture and the rise of the extreme right. However, the scenario is also one of resistance, as it has been occurring sincethe historic events of June 2013 to the most recent demonstrations against the current government since 2019. In addition, expressions of conservatism and reactionaryism currentlyexist that corroborate the neoliberal scenario. In this sense, the discussion about social classes in Brazil is pertinent in relation to the different practices and conceptions of education and citizenship. The hypotheses that guided this research are organized in four axes: 1) Each historical period in Brazil is marked by different and unequal forms of education and citizenship according to social classes; 2) Economic and social policies determine how the conceptions and practices of education and citizenship are oriented; 3) There is evidence of an overvaluation of meritocracy, stimulating entrepreneurial practices, which tend to disqualify and render unfeasible teaching that develops the idea of fuller citizenship and 4). In order to discuss them,it is noted that the understanding of citizenship has undergone significant processes of change of meaning in education: as a social distinction, a citizen as a social right, later becoming a consumption practice and recently as a personal merit and performance , factors that generatedmore social exclusion and division. The theoretical-methodological framework of this researchthat seeks to highlight this panorama focuses on five axes: 1) Marxist perspective: classics, European and national authors; 2) Macro and micro perspectives on education in the West andBrazil; 3) Social class: moving between classic and national authors with different theoretical perspectives; 4) Studies in the field of phenomenology, existentialism and postmodernism and 5) Dialogue between the areas of knowledge closer to the social sciences, such as history and philosophy. Theoretical references - aiming to elucidatethem, included the following authors: André Singer (2012, 2018), Anísio Teixeira (1956, 1969), Byung-Chul Han (2015), Dagnino (2004), David
Harvey (2008), Eduard Bernstein (2000), Florestan Fernandes(1978, 1989, 2004), Franco
Cambi (1999), Gabriel Vitullo (2011), Gaudêncio Frigotto (2001, 2003, 2010), Jessé Souza (2003, 2010, 2017b, 2018a, 2018b), Juremir Machado (2018 ), Karl Marx and Friedrich Engels (1986), Leandro Konder (1977), Linda Alcoff (2016), Lívia Barbosa (1999), Lúcia Neves (2010), Luiz Felipe Miguel (2004), Maria de Lourdes Manzini- Covre (2006), Max Weber (2011), Michael Löwy (2015), Néstor Canclini (1997), Norberto Bobbio (1995), Otaíza Romanelli (1986), Perseu Abramo (2016), Pierre Bourdieu (1998, 2007), PierreDardot and Christian Laval (2016), Virgínia Fontes (2010), Vladimir Lenin (sd) and Walter Mignolo (2008). Facing the trajectory of this research, its developments and reflections guide towards dimensions that assume the educational and political struggle as a way to reach the model of education and citizenship that can overcome the current neoliberal logic. |
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