Responsabilidade social e educação escolar: o projeto de educação básica da “direita para o social” e suas repercussões na política educacional do Brasil contemporâneo

Abstract

The present study investigates the relation between “social responsibility” and school education in order to clarify why the business class has been assigned so much importance to the public schooling and, beyond that, which of the implications of their initiatives for the educational politics. It is known that since 90’s the “social responsible” businessmen’s actions, in the school education, are presented as the “commonwealth” promoters. Beyond that, the proposals of the business class are rarely visualized as solution of the contemporary educational problems. Therefore, it is necessary to realize what this phenomenon reveals beyond their apparent forms. With effect, the guiding questioning of this research synthesizes the following way: what the business organizations have been proposed for the school education and what are the developments of their conceptions / actions for the educational policies? The goal of the study is to analyze the initiatives of “social responsibility” in the school education. We aim at collecting the fundamentals of the developed actions by the “social responsible” businessmen and identifying their developments in the educational policy since 1994 until 2014. We adopted the historical materialism as an epistemological perspective. The investigation analyzed official documents of the elementary educational policy and productions about education of four business organizations: Group of Institutes, Foundations and Enterprises (GIFE), Engineers in Technical and Humanitarian Opportunities of Service (IE), Itaú Social Foundation (FIS) and Lemann Foundation (FL). The study proves that the ideological development of the social responsibility impacted on the organization of the business class in the struggle for hegemony in the field of human formation during the transformation of Brazil in a platform of international financial valuing. In this context, GIFE and IE, policymakers of the social responsibility ideology developed the diffusers of a new culture when transforming the organisms of the business class into private apparatus of hegemony, prepared in the technical and ethical-political plans, to guide the counter-reformation in the schooling education. The study reveals that FIS and FL acted as diffusers apparatus of the social responsibility ideology, expressing the guidelines of GIFE e IE for the tract of the “social issue” in the context of the development of the neoliberalism of the third via in the country. Although they present themselves immediately to our eyes as improvement actions of the “quality” of public education, the initiatives of analyzed “social responsibility” aims at introducing the educational policy in the process of counter-reformation, aiming the reduction of the public spending with social services and the control of the educative work developed in the public schools. Upholding in the private appropriation of the erudite knowledge, the analyzed organizations proposed for a centered formation in the ideologies of employability and the human and social capital. Among the fundamentals defended by the business class to regulate the public spending and the access of the workers to the systematic knowledge where can be highlighted the privatization, the technical division of the work in the school, the accountability for the school performance in the exams should show the minimalist level of formation, principals that are already being incorporated by the educational policy in the country.