Trabalho e educação na escola capitalista: atualidade da Escola Nova e a educação dos trabalhadores

• Ano de defesa: 1999
• Autor(a) principal: Soares, José Rômulo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Trabalho; Educação; Emancipação; Work; Education
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/36173

Our research try to show the actuality of New Education and its implications in the relation between work and education in the contemporary school. Through the analysis of the real Capitalism approach, we argue the permanence of New Education as a group of ideas and consequently as pattern for its pedagogical practice as educational law. Its conceptions of education and work, as well the way it puts two practices side by side, when such practice were considered so distant.The link between work and education, a new meaning of freedom in education and an attempt to understand Psychology of Children, are the most relevant contributions of New Education.The first point was detached through the demonstration of the revolutionary aspect of the most important theoretical approach of New Education, the pragmatism of Jonh Dewey and his attemtp to overcome the dualisms those are present in a society that is separated by classes, as well as Taylorist/ Fordist productive pattern.ln this sense, Dewey's theory becomes actual in the most modern pedagogy of factory and school, the Pedagogy of Total Quality that embodies many characteristcs from the first.On the other hand Pedagogy of Total Quality strenghthens the contradictions which are present in the theoretical body of New Education, denying any expecatation of freedom.Based on Historical and Dialectical Materialism, we propose the overcome of this type of school, revealing its contradictions but embodying its contributions. lf we optioned by the directions of Capitalist approach, is just because it appear as the concrete trend of the actual times.Furtherrmore we do not emphasize any illusion, neither with pedagogy linked to burguess class nor with the social pattern that give its origin.On the opposite, we search for a construction of a new way of sociability, the socialism where the human formation is omnilateral and free.