Educação para investimentos ou usufruto: uma análise comparativa da educação para a formação do empreendedor e da educação para a formação humana

• Ano de defesa: 2016
• Autor(a) principal: Preve, Isis Della
• Orientador(a): Souza, Silvana Aparecida de
• Banca de defesa: Moraes, Denise Rosana da Silva , Prado, Fernando Correa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Pedagogia; Waldorf; Teoria do capital humano; Empreendedorismo;
• Palavras-chave em Inglês: Theory of capital human; Entrepreneur; Pedagogy Waldorf
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::TEORIAS DA INSTRUCAO
• Link de acesso: https://tede.unioeste.br/handle/tede/7360

We objective with this search to make an historical and conceptual survey about the criation of the Theory of Human Capital, just to its principles on current educational practices. This theory was formulated at the last 50, at the University of Chicago, United States fo America and has the main conception about the learning as a form of investment, and knowledge as a capital. We had the hypothesis that this theory is the foundation of entrepreneur education initiatives, that ar in progressive process of application in the Brazilian Basic eductaion now a days. We related the values advocated in this theory with the arguments found in the main guide of the educational practice of a certain school that belongs to the network Anglo-Americano, which has as goal the formation training for entrepreneur. It was found that this model of school education has the goal to take the person in formation by serving the current economic system, maintaining and reproducing it. Taking into account the principle of opposities as a method of fundation, analyzed as a counterpoint to this instrumentalist pedagogical proposal, another a school, only that a member of a private associative network, but which allegedly aims to carry out education as enjoyment of the human beig, considering that the school has the function of transmitting the cultural historical knowledge accumulated by mankind. For this, we analyzed the document that guides the pedagogical political practice of the two schools, in order to see if the human being is put as the end of education or as a means or tool in each of them. It is noted that the second proposal, which is a signatory to Waldorf education, materializes in possible horizon for an educational practice of usufruct, which aims at the integral human formation.