Socialização do conhecimento ou sociabilidade adaptativa: trabalho e educação diante das transformações do capitalismo contemporâneo
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Data
2009-12-17
Autores
Sala, Mauro [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo faz uma crítica às pedagogias do “aprender a aprender”, sobretudo, a partir da relação entre educação e trabalho. Assim, centramo-nos na proposição feita por essas pedagogias de que as empresas modernas, flexíveis e intensivas na aplicação de conhecimentos, teriam um paradigma de funcionamento que proporcionaria aos indivíduos o desenvolvimento pleno de suas melhores capacidades. Aqui, fazemos a crítica dessa proposição mostrando que uma visão apologética das transformações do mundo do trabalho, por uma valorização unilateral do conhecimento no seu processo, não apreende concretamente seu desenvolvimento desigual, não podendo nem ao menos captar suas principais tendências. Mostramos também as transformações desse discurso e sua função no processo de reestruturação produtiva capitalista, que alteram substantivamente a relação entre a educação e o trabalho (marcada agora pela individualização das “competências” e pela empregabilidade), alterando também a relação entre o ensino dos conteúdos e a adaptação. Coloca-se a centralidade dos conteúdos no processo pedagógico, ao passo que se muda a definição desses conteúdos, que mais que conceitos e fatos, passam a incorporar valores normas e atitudes necessárias à adaptação à nova organização do trabalho e às novas tecnologias. Os valores, normas e atitudes passam então a compor os conteúdos escolares, sobretudo, por sua relação com as necessidades da “nova organização do trabalho” e das transformações tecnológicas em seu processo, como se elas conduzissem ao “desabrochar das melhores capacidades dos seres humanos”, e não significassem maior precarização e intensificação do trabalho, por um lado, e simples desemprego, por outro, ou seja, maior sofrimento. Em poucas palavras: a relação entre educação e trabalho nas pedagogias do “aprender a aprender”...
This study makes a criticisms to “learn to learn” pedagogies, in what concerns education and work. Thus, we focus on the proposition made by these pedagogies that flexible and intensive applications of knowledges in the modern companies have a paradigm of operation that would give full development to the best capacities of the individuals. Here, we make the criticism of this proposition demonstrating that an apologetic view of the labor world transformation, by a unilateral appreciation of the knowledge in its process, does not perceives concretely its uneven development, not being able to capture its main tendencies. We also demonstrate the transformations of this speech and its function in the process of the capitalistic restructuring of the production, which modifies substantially the relation between education and work (marked by the individualization of “competences” and by “employment”) modifying also the relation between the teaching of contents and the adaptation. In such a manner, the main focus relies on the the contents (in the pedagogy process), at the same time, the definition of these contents is changed, incorporating beyond concepts and facts, also values, rules and attitudes, all of then necessary to the new organization of work and to new technologies. These values, rules and attitudes are incorporated to school contents, mainly because to its relation to the needs of the “new organization of work” and to technological transformations in its process, as if they lead to the “development of the best capacities of the human beings”, and not meant greater degradation and intensification of work on one hand, and on the other hand, simple unemployment, in other words, greater suffering. In a few words, the relation between education and work in “learn to learn” pedagogy, is new mediated by the teaching of contents that intend to create intentionally... (Complete abstract click electronic access below)
This study makes a criticisms to “learn to learn” pedagogies, in what concerns education and work. Thus, we focus on the proposition made by these pedagogies that flexible and intensive applications of knowledges in the modern companies have a paradigm of operation that would give full development to the best capacities of the individuals. Here, we make the criticism of this proposition demonstrating that an apologetic view of the labor world transformation, by a unilateral appreciation of the knowledge in its process, does not perceives concretely its uneven development, not being able to capture its main tendencies. We also demonstrate the transformations of this speech and its function in the process of the capitalistic restructuring of the production, which modifies substantially the relation between education and work (marked by the individualization of “competences” and by “employment”) modifying also the relation between the teaching of contents and the adaptation. In such a manner, the main focus relies on the the contents (in the pedagogy process), at the same time, the definition of these contents is changed, incorporating beyond concepts and facts, also values, rules and attitudes, all of then necessary to the new organization of work and to new technologies. These values, rules and attitudes are incorporated to school contents, mainly because to its relation to the needs of the “new organization of work” and to technological transformations in its process, as if they lead to the “development of the best capacities of the human beings”, and not meant greater degradation and intensification of work on one hand, and on the other hand, simple unemployment, in other words, greater suffering. In a few words, the relation between education and work in “learn to learn” pedagogy, is new mediated by the teaching of contents that intend to create intentionally... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Trabalho e educação, Educação escolar, Crise do capital, Education school
Como citar
SALA, Mauro. Socialização do conhecimento ou sociabilidade adaptativa: trabalho e educação diante das transformações do capitalismo contemporâneo. 2009. 132 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Ararquara, 2009.