Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Santos, Ricardo Menezes |
| Orientador(a): |
Conceição, Alexandrina Luz |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Pós-Graduação em Geografia
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| 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://ri.ufs.br/jspui/handle/riufs/13534
|
Resumo: |
This Doctoral Thesis aims to reflect on the Laws of Guidelines and Bases of Brazilian Education, and their direction in the uneven and combined process in the production of space / countryside-city. The logic of education in the capital system is fundamental for the functioning and reproduction of the parasitic capitalist system, through the ordering of work; in this sense, the State is integrant to its organization and institutionalization, as directly and effectively responsible for the reproduction of capital. In Brazil, in each historical period, the capitalist matrices have determined and currently determine, different ways of acting to meet the transformations imposed by the market. Although apparently absent / present, the State from the Colonial period to the Republic guaranteed the export agrarian domain.From 1930 onwards, the territorial division of labor was articulated to guarantee the expansion of capital through industry, being molded from the city, disfiguring the reality that existed until then. In this logic, every working relationship should be converted to extract the most value, in a process of extracting / accumulating work. In this way, the countryside was subordinated to the city and agriculture to industry. Under the tutelage of the State, the first official Guidelines and Base / LDB Law was 4.024 / 61, reflected in the relations established between the agrarian-exporter and industrial urban models, meeting the imperatives of the capitalist system, opening up the possibilities of realizing a model institutionalized educational system.The second law, 5.692 / 71 was structured from the internationalization of the Brazilian economy, configuring technical education as essential for the development of labor relations, the developmentalist State assumed the entire educational structure to favor the market. The third and current law, 9.394 / 96, reoriented the educational policy to meet the productive restructuring under neoliberal bases. In this regard, the State withdrew appears (absence-presence) of the work planning process and education, as responsible for its structure, while maintaining the role of social capital of the regulator. It is concluded that dynamics differentiated according to the socio-metabolic needs of capital, the State in the contradictory dialectical movement of absence / presence, assumes, when necessary, the effectiveness of actions, being a direct / present structurer in the Brazilian developmental period, with laws 4.024/61 and 5.692/71, for the materialization of capital accumulation. And, with the same purpose, it becomes apparently absent, when neoliberalism assumes the discourse of the minimum state to social policies, being reflected at law 9.394/96. In this projection nowadays, capitalist production in / of the countryside shows the expansion of agribusiness and the confirmation of the closure of schools, expropriating peasants from the right to education, while promoting the precariousness of work in the countryside and in the city. What our Thesis proves that, the institutional gears of the State power structure the laws of basic guidelines of Brazilian education to guarantee the denial of the agrarian question and the peasant condition, in favor of the capitalist logic, subsuming the critical geographical discourses in / for the accumulation process that produces uneven spaces. |
