DESAFIOS DA EDUCAÇÃO FRENTE AOS INTERESSES DO MERCADO

Abstract

This master thesis refers to a literary research linked to the Education, Culture, Theories and Pedagogical Processes Line. The objective is to analyze the transformations that have been taking place in education, based on the challenges imposed by the market, through the Theory of Human Capital, elaborated by Theodore William Schultz, and the desire of some segments of the modern economy to privatize the education systems. This is a study based on a bibliographic survey and observation of the daily life of the public school and the classroom, where pedagogical practices are increasingly directed to the interests of the market. The final grades of elementary and high school were observed. The objective was to trace an analysis of the public policies of the state to bring the school results closer to what is considered ideal in the logic of liberal capital. It sought to understand the recommendations established by international organizations, as well as the economic theories applied to education as a way of contextualizing the reforms that have taken place in recent decades; and. along with these reforms, we sought to understand the new objectives imposed on education and the Brazilian public school, as well as understanding the social impacts of today, based on the ideas of Entrepreneurial Education and Youth Protagonism. For that, a qualitative research was performed, with a basic and descriptive nature, regarding its objectives. In this way, the methodological procedures of the research are associated with the observation of the guidelines, projects and programs that now reach public schools, especially through a critical analysis of the so-called High School Reform, materialized in Law nº 13.45/2017. The most expressive results of the research showed the numerous attempts by the State to adjust the school/education to economic interests. Furthermore, they pointed to the existence of a conservative practice of education in the initial and continuing education of our young people, since most teachers believe that educational reforms are necessary. Finally, they argue that pedagogical practices must also be modernized, but for many of them, a reform without a focus on valuing training will not bring the results expected of it. Based on these findings, we make some considerations about public policies, in the international, national and state context, based on what specialists have denounced.