Educação escolar brasileira: possibilidades e limites para uma formação de caráter omnilateral.

Abstract

This thesis work is part of the performed researches in the Group of Research, Philosophy, Education and Social Praxis - FEPraxiS, inserted in the research line of Philosoply and History of the Education, studying the educational phenomena in the historic and philosophic view, aiming the recognition of the educational practice as an emancipatory social praxis. Resulting from the research work that was developed around the following theoretical problematic: what are the limits and possibilities of Brazilian school education to overcome the condition of social reproducer and to promote an omnilateral formation of the individuals, aiming at the maximum development of their potentialities? Its central objective is to highlight the spaces of contradiction that allow the competition for an omnilateral formation of the human being, after analyzing the current context of Brazilian school education. The methodology used to reach the proposed objectives contemplated the presuppositions of a qualitative, bibliographical and documentary research, following the research method of historical and dialectical materialism. Through a bibliographical and documentary study, the contradictory spaces in the core of the capitalism were highlighted, which make it possible to overcome unilateral human formation, making room to inaugurate the movement in favor of the human being omnilateral development, mediated by school education. The exposition of the investigated object is structured in three moments. Initially, aspects of the historical trajectory of Brazilian school education are presented, focusing especially on the liberal ideals of man, society and education that implicitly determine the constitution and organization of the school. The second moment contemplates a systematic exposition about the concept of omnilaterality as a formative model, seeking its genesis and its development in the work of Marx. Next, the concept of Human Emancipation which is understood as a maximum stage of human development and as a consequence of omnilateral formation, is systematized. Finally, the contradictions that are presented in the Brazilian school organization. The complexity explained in this text aims to demonstrate limits and possibilities to advance the counter-hegemonic struggle, pointing out the school education as an institution whose main role should be the omnilateral formation of the human being, which enable them to achieve the emancipation, thus contribute to the strengthening of the process of overcoming the capitalist mode of production.