Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?

Detalhes bibliográficos
Autor(a) principal: Moura, Dante Henrique
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/62525
Resumo: This article discusses the meaning of secondary education as the final stage in basic education, considering the Brazilian socioeconomic and educational reality, in which a large proportion of the children in the popular classes need to work before the age of 18. It assumes that the objective to be reached in the perspective of a fair society is the omnilateral, integral or polytechnic formation for all, in a public and egalitarian way, and under the responsibility of the state. Despite this representation of the utopia to be searched, the current reality is very far from such formative perspective. In this work, therefore, we question: is it possible to move in this direction, even in a capitalist and peripheral society such as Brazil? Having this question as a guideline, we discuss secondary education integrated to secondary-level technical professional education as a possibility of changing towards the intended formation for Brazilian youngsters. The study was developed having as a reference the thought of Karl Marx and Friedrich Engels, and of Antonio Gramsci, as well as that of authors that dialogue with them. The analysis conducted made it possible to conclude that the Brazilian socio-economic reality requires, from a theoretical and ethical-political point of view, that we conceive and materialize a kind of secondary education that will guarantee a unique basis for all, founded in the integral human formation, and having as its backbone the work, the science, the technology, and the culture. Once such basis is guaranteed, we also need that secondary education integrated into secondary-level technical professional education is offered as a possibility of formation.
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spelling Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?Ensino médio integrado: subsunção aos interesses do capital ou travessia para a formação humana integral?Ensino médio integradoFormação humana integralPolitecniaOmnilateralidadeIntegrated secondary educationIntegral human formationPolytechnicOmnilateralityThis article discusses the meaning of secondary education as the final stage in basic education, considering the Brazilian socioeconomic and educational reality, in which a large proportion of the children in the popular classes need to work before the age of 18. It assumes that the objective to be reached in the perspective of a fair society is the omnilateral, integral or polytechnic formation for all, in a public and egalitarian way, and under the responsibility of the state. Despite this representation of the utopia to be searched, the current reality is very far from such formative perspective. In this work, therefore, we question: is it possible to move in this direction, even in a capitalist and peripheral society such as Brazil? Having this question as a guideline, we discuss secondary education integrated to secondary-level technical professional education as a possibility of changing towards the intended formation for Brazilian youngsters. The study was developed having as a reference the thought of Karl Marx and Friedrich Engels, and of Antonio Gramsci, as well as that of authors that dialogue with them. The analysis conducted made it possible to conclude that the Brazilian socio-economic reality requires, from a theoretical and ethical-political point of view, that we conceive and materialize a kind of secondary education that will guarantee a unique basis for all, founded in the integral human formation, and having as its backbone the work, the science, the technology, and the culture. Once such basis is guaranteed, we also need that secondary education integrated into secondary-level technical professional education is offered as a possibility of formation.Este artigo discute o significado do ensino médio na condição de etapa final da educação básica, tendo em vista a realidade socioeconômica e educacional brasileira, em que grande parte dos filhos das classes populares precisa trabalhar antes dos 18 anos de idade. Parte-se do pressuposto de que o objetivo a ser alcançado, na perspectiva de uma sociedade justa, é a formação omnilateral, integral ou politécnica de todos, de forma pública e igualitária e sob a responsabilidade do estado. Apesar de essa representar a utopia a ser buscada, a realidade atual está muito distante dessa perspectiva formativa. Neste trabalho, então, questiona-se: é possível caminhar nessa direção, mesmo em uma sociedade capitalista e periférica como a do Brasil? Tendo essa questão como norte do trabalho, discute-se o ensino médio integrado à educação profissional técnica de nível médio como uma possibilidade de travessia na direção formativa pretendida para os jovens brasileiros. O estudo foi desenvolvido tendo como referência os pensamentos de Karl Marx e Friedrich Engels, de Antonio Gramsci, assim como de autores que dialogam com eles. A análise permitiu concluir que a realidade socioeconômica brasileira exige, do ponto de vista teórico e ético-político, conceber e materializar um tipo de ensino médio que garanta uma base unitária para todos, fundamentado na concepção de formação humana integral, tendo como eixos estruturantes o trabalho, a ciência, a tecnologia e a cultura. Garantida essa mesma base, é preciso também que o ensino médio integrado à educação profissional técnica de nível médio seja colocado como uma possibilidade de formação.Universidade de São Paulo. Faculdade de Educação2013-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/6252510.1590/S1517-97022013000300010Educação e Pesquisa; v. 39 n. 3 (2013); 705-720Educação e Pesquisa; Vol. 39 No. 3 (2013); 705-720Educação e Pesquisa; Vol. 39 Núm. 3 (2013); 705-7201678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/62525/65322Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessMoura, Dante Henrique2014-01-29T16:14:00Zoai:revistas.usp.br:article/62525Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-01-29T16:14Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
Ensino médio integrado: subsunção aos interesses do capital ou travessia para a formação humana integral?
title Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
spellingShingle Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
Moura, Dante Henrique
Ensino médio integrado
Formação humana integral
Politecnia
Omnilateralidade
Integrated secondary education
Integral human formation
Polytechnic
Omnilaterality
title_short Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
title_full Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
title_fullStr Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
title_full_unstemmed Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
title_sort Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
author Moura, Dante Henrique
author_facet Moura, Dante Henrique
author_role author
dc.contributor.author.fl_str_mv Moura, Dante Henrique
dc.subject.por.fl_str_mv Ensino médio integrado
Formação humana integral
Politecnia
Omnilateralidade
Integrated secondary education
Integral human formation
Polytechnic
Omnilaterality
topic Ensino médio integrado
Formação humana integral
Politecnia
Omnilateralidade
Integrated secondary education
Integral human formation
Polytechnic
Omnilaterality
description This article discusses the meaning of secondary education as the final stage in basic education, considering the Brazilian socioeconomic and educational reality, in which a large proportion of the children in the popular classes need to work before the age of 18. It assumes that the objective to be reached in the perspective of a fair society is the omnilateral, integral or polytechnic formation for all, in a public and egalitarian way, and under the responsibility of the state. Despite this representation of the utopia to be searched, the current reality is very far from such formative perspective. In this work, therefore, we question: is it possible to move in this direction, even in a capitalist and peripheral society such as Brazil? Having this question as a guideline, we discuss secondary education integrated to secondary-level technical professional education as a possibility of changing towards the intended formation for Brazilian youngsters. The study was developed having as a reference the thought of Karl Marx and Friedrich Engels, and of Antonio Gramsci, as well as that of authors that dialogue with them. The analysis conducted made it possible to conclude that the Brazilian socio-economic reality requires, from a theoretical and ethical-political point of view, that we conceive and materialize a kind of secondary education that will guarantee a unique basis for all, founded in the integral human formation, and having as its backbone the work, the science, the technology, and the culture. Once such basis is guaranteed, we also need that secondary education integrated into secondary-level technical professional education is offered as a possibility of formation.
publishDate 2013
dc.date.none.fl_str_mv 2013-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/62525
10.1590/S1517-97022013000300010
url https://www.revistas.usp.br/ep/article/view/62525
identifier_str_mv 10.1590/S1517-97022013000300010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/62525/65322
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 39 n. 3 (2013); 705-720
Educação e Pesquisa; Vol. 39 No. 3 (2013); 705-720
Educação e Pesquisa; Vol. 39 Núm. 3 (2013); 705-720
1678-4634
1517-9702
reponame:Educação e Pesquisa
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instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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