Mercantilização da educação no brasil: da proposta do banco mundial à incorporação nos planos nacionais de educação
| Ano de defesa: | 2019 |
|---|---|
| Autor(a) principal: |
Alba, Rogéria Pereira
 |
| Orientador(a): |
Deitos , Roberto Antonio
|
| Banca de defesa: |
Deitos , Roberto Antonio
,
Lima Filho , Domingos Leite
,
Zanardini , Isaura Monica Souza
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4461 |
Resumo: | The aim of this research was to analyze the extent to which the National Education Plans (NEP) and the Education Development Plan (EDP) absorbed the World Bank's marketing and business management policies from 2001 to 2018. In the first chapter, we examine the propositions / guidelines for educational policies and commercialization in education proposed by the Bank; in the second chapter, we analyze the extent to which the NEP and the EDP have absorbed the perspectives of commercialization and entrepreneurial management of education with the policies of the World Bank. Although not forseen at the beginning of the research, due to necessity, we analyzed EC 95/2016, the new law of the Secondary School, 13.415 / 2017, and the documents of the World Bank of this period. The research was developed from documents produced by the World Bank on education and its orientations for Brazil, and also from documents MEC elaborated. After the documents were collected, the study was carried out according to the time frame, from the oldest to the most recent, in which we seek the foundatals and assumptions that served as a guide or backbone in each document, their differences and approximations. The World Bank in its general documents uses poverty and education with quality as a way to disseminate its ideology. Since poverty and access to education are very common issues in peripheral countries, it is not difficult to convince governments about the need for economic aid and counseling. World Bank guidelines are for States to meet social policies in a minimal and basic form, two aspects that do not cause an effective change in society, they just keep the working class under control. Under the neoliberal foundation, Capitalism, in order to perpetuate its economic growth and political control, organizes education from the bourgeois ideology and according to its demand for workers’ labor force. Thus, capital presses on education as a way to expand economic accumulation. The dispute regarting to public education is not only in the economic field, but also in political and pedagogical control through teacher training, teaching materials, pedagogical guidance and control of the working class knowledge. As a way to solve the lack of access to education, Capital will presented itself, in partnership with the State, as the solution, thus consolidating the commodification of education through privatization and public-private partnerships. |