Integrated secondary education: subsumption to the interests of the capital or crossing towards an integral human formation?
Autor(a) principal: | |
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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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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 instname:Universidade de São Paulo (USP) instacron:USP |
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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1787713809258905600 |