O “socialismo real”: gênese da influência marxista na educação brasileira

• Ano de defesa: 2017
• Autor(a) principal: Moura, Severina Mártyr Lessa de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Educação – Marxismo - Brasil; Educadores – Influência marxista; Socialismo; Escola soviética; Ontologia marxiana; Real socialism; Soviet school; Marxian ontology; Marxist tradition in Brazil; Socialismo real; Marx ontología; Tradición marxista en Brasil; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/2071

Marxist theorists from various countries, and particularly the revolutionary pedagogue Moisey Mikhaylovich Pistrak (1888-1940) have influenced the ideas of educators in Brazil, especially those who Aimed at the construction of a Marxist educational theory, such as Dermeval Saviani, Gaudêncio Frigotto, Betty Antunes de Oliveira, Maria Luiza S. Ribeiro, among others. From the 1930s, Marx's theory, under the Stalinist lenses, began to be divulged in Brazil, having influence on the political movement and later arriving at the academy in the seventies, in the post-graduation courses at PUC-SP . With the death of Stalin, a crisis in the PCB opens, giving rise to two internal dissidences, culminating in the emergence of the Communist Party of Brazil (PC do B), in which each in its own way, develops different interpretations in relation to the thought Of Marx. On the basis of this general statement, we begin with the assumption that the Marxist conception of Stalinist bias, "real socialism", influenced the production of these Marxist authors, since each one in his own way has presented proposals that converge towards the possibility of a politics Educational system focused on the working class in the capital. That is, alternatives are raised within the sphere of the State, as the way to obtain social advances in the educational process. We have seen that this implies a way of understanding the relation between education, politics and economics, whose primacy inseparable between the founding sphere (the economy) and the founding sphere (education and politics) ends up losing sight of, which explains the strengthening of conception That education being a political action, the process of social transformation can be through "political will." This has resulted in the difficulty of distinguishing the political emancipation from human emancipation, the reformist perspective of the revolutionary perspective, the communism defended by Marx, of "real socialism." The guiding thread of the present investigation is the Marxian ontology that includes work as the founding act of the social being and other social complexes. It is in this ontological centrality of the work that we seek to oppose to the reformist thought that, based on the centrality of politics, has been influencing the propositions for the educational field in Brazil.