Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Garcia, Lênin Tomazett
 |
| Orientador(a): |
Rezende, Anita Cristina de Azevedo |
| Banca de defesa: |
Rezende, Anita Cristina de Azevedo,
Faria, Sandra de,
Duarte, Aldimar Jacinto,
Machado, Maria Margarida,
Miranda, Marília Gouvea de |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação (FE)
|
| Departamento: |
Faculdade de Educação - FE (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/5100
|
Resumo: |
This doctoral thesis posits that Adult Education is a nexus of Bourgeois Revolution in Brazil. It is a sociology of education study that falls within the line of research Fundamentals of Educational Process of PPGE. The fundamental theoretical basis are the studies of Florestan Fernandes, especially his sociological essay: The Bourgeois Revolution in Brazil: a sociological interpretation essay. With this scope, the social and historical mediations are analyzed into the itinerary of Bourgeois Revolution in Brazil until the Coup d'etat orchestrated by the military on April 1, 1964. In this historical course that involves Bourgeois Revolution and the history os Adults Education in Brazil, are considered the links that constitute the ―EDA‖ as a indispensable nexus of the bourgeois project in Brazil. In this way is understood reciprocity between Adult Education and the course of Bourgeois Revolution in Brazil. Therefore, they compete mainly the development of a country's economy and dependent market, a national development project subject to the advanced capitalist nations and an interventionist trend state "Bonapartist" determined by imperialism as a means of domination of international capital in the peripheral nations. In this context dominates a training project and specialization of the working class that aims to reduce education to: i) literacy, countering illiteracy to literacy and postulating education as resolution of social issues and interdicting, whenever necessary and possible, the role of the working class ; and, ii) an operational education, devoid of meaning and knowledge of the rudiments of the productive forces, which deepens the alienation of the worker against the object of his work and face to himself. On the other hand, the establishment and development of the working class calls into question this filing and, contradictorily, challenges the conditions and possibilities for their emancipation. This contradiction, due to the capital of the company's development, creates and recreates the proposal EDA retaining their contradictory historical basis, expressed mainly by political |
