Brazilian Education Policy: a Paradigm that Strengthen the Reproduction of Capital

• Autor(a) principal: Godoy Stenico, Joselaine Andreia de [UNESP]
• Data de Publicação: 2013
• Outros Autores: Polato, Marcela Soares [UNESP], Adam de Paula e Silva, Joyce Mary [UNESP], Sandu, A., Caras, A.
• Tipo de documento: Artigo de conferência
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1016/j.sbspro.2013.08.667; http://hdl.handle.net/11449/194800
• topic: Education and manpower; educational policy; Gramsci; youth and employment; vocational training

This study aims to analyze how educational policy incorporates the needs of capital in the context of Brazilian society and also as presenting the current paradigm that carries out educational activities to incorporate as part of the qualification process. From this perspective, educational policies are developed under the influence of international agencies in order to strengthen the reproduction of capital. This is a qualitative research in progress nature of bibliographic, the methodology is the systematic and analytical reading of selected texts. Initial results indicate that the current paradigm in Brazilian society favors market intervention in education, emphasizing the centrality of educational reforms to continue or improve the international competition, adapting the education system to the productive sector. Besides this, the appreciation of education permeates the interests of capital and the industrial park that is directly subject to economic reason and is conceived as great income booster, where the employee is conditioned to develop skills required by the labor market, further strengthening the link between education and the production process, in order to establish the market as a regulator of social relations. Thus, education focused on work permits to develop the capacity of manual work, especially for the lower classes who have access to schools, but they are low quality, demonstrating thereby the character of that class division between the schools for which hold greater purchasing power and those who are its margin, already denounced by Gramsci in the early twentieth century. (C) 2013 The Authors. Published by Elsevier Ltd.