Concepção de cidadania do programa de Educação Cooperativa “A União Faz a Vida” da Fundação Sicredi: adaptação ou emancipação

• Autor(a) principal: Schmidt, Felipe José
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/3269
• topic: Cidadania; Público e privado na Educação; Educação cooperativa; Cidadão cooperativo-empreendedor; Educação e trabalho; Citizenship; Public and private in education; Cooperative education; Cooperative-entrepreneurial citizen; Education and job; CIENCIAS HUMANAS::EDUCACAO

This dissertation analyzed the conception of citizenship that the SICREDI Foundation (FS) fosters in partnerships with 274 Brazilian municipalities through the Cooperative Education Program "A União Faz a Vida" (PUFV), whose objective is to form cooperative citizens through the methodology of thematic projects. Through bibliographic research, we sought to identify and evaluate the theoretical references used in the definitions of the concept of citizenship, its philosophical and sociological foundations, which served to understand that the PUFV reconciles with the strategies of the Third Sector as a constituent part of macrossocial and economic changes. In this way, the focus of the analysis is the privatization of the public education sector and its implications, considering the public and private interests in a society of classes that cross the State and civil society. What motivated the problematization was the great force that assumes the concept of citizenship to the point of serving as a reference point for reforms in educational and social policies. We analyze the extent to which the PUFV participates in the commercial civil society, conceives the formation of citizens and materializes in the public sector, with a view to expanding the performance of public education networks throughout the country. We problematize the specificities of the conception of citizenship that encourages cooperation and entrepreneurship focused on the demands of the productive sector, and which present specific types of hegemonic project. We note that project pedagogy, by stimulating students' autonomy to solve problems of the reality in which students live, gives the individual the responsibility to do what would be a social right of the students and consequently instigates self-government of oneself and self-management of local miseries, as a consequence, this learning model is a mechanism that deprives the public power of the role of guarantor of universal rights and encourages charity and entrepreneurship to solve real situations of local communities. We understand that the implications of the withdrawal of the State as executor of universal social policies and the role of the market as a quality parameter for education induce the adaptation of citizenship to the dictates of capital. By stimulating mutual cooperation, the conflicts of the existing power relations are appeased by the stimulus to solidarity and social responsibility. It was evidenced that the interference in the relationship between education and job to meet the requirements resulting from the productive restructuring, in terms of human resources qualification, consequently imposes demands that are now being met in the education system. We work in the hypothesis that the challenge of the formation of the citizen demands the overcoming of the hegemonic referential and promotes the emancipation of the citizens through the integration between education and work.