Reforma neoliberal na educação e crise no movimento sindical no Estado de Minas Gerais: os limites do reformismo

• Ano de defesa: 2007
• Autor(a) principal: Oliveira, Lorene Figueiredo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Educação; Educação
• Palavras-chave em Português: Sindicato; Educação; Reforma Neoliberal Educação e Estado - Brasil; Sindicatos e Educação; Minas Gerais; Trabalhador - Educação - Minas Gerais; Reforma do Ensino - Brasil; Trabalhadores em Educação; Reforma Administrativa; Estado de Minas Gerais; Burocratização; Reformismo.; Union; Workers in Education; Administrative Reform, State of Minas Gerais; Education; Bureaucratization, Reformism.; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/17614

This dissertation analyzes the only Union of the workers in Education of the state of Minas Gerais, since its formation in 1990. The analysis tries to identify the elements that led to the changes in the conception of union, education, syndical politics and its implications for the organization of these workers before the administrative reform taken to effect in the State in Minas Gerais. The array of the organization of these workers retraces to the promotion of the fights for the redemocratization of the country, as well as the administrative reforms. Thus, the research reports to that period as well. The goal of the research is to answer a basic question: Why has the Sind-UTE, which, in its origin, has presented itself as a militant and class representative union, in rupture with the union bureaucracy installed in associations and representative entities, changed? Is also tries to understand the influence that the administrative reform has in this changing process. It starts from the hypothesis that the bureaucratization of this organization that has installed itself with the hegemony of the current articulation, with reformist orientation, is in the root of this change. The research takes as theoratical referencial the historical and dialetical materialism. Thus, we take the concept of work as human material and nonmaterial praxis that objectivates the creation of the existence conditions. We understand education from the educational principle category: as pedagogical proposal determined by the material basis of production in each combination of the development of the production forces to form the necessary intelectuals for the core functions to satisfy the demand for the historical forms of social division of work. Finally, as superstructural element necessary for the formation of men to the necessary sociability for a certain form of organization of the social relations of production.