Classe social, hegemonia e educação: análise do projeto de educação integral do CENPEC para a (re)organização da escola pública

Abstract

This study aims at analyzing the educational project carried out by CENPEC in the reality of Brazilian public education. The research‘s guiding questions are the following: in what consists the formulation of CENPEC‘s full-time education for the Brazilian public scholarly education? How is such formulation disseminated by CENPEC? The general obejective was, thus outlined: to analyze CENPEC‘s political and pedagogical formulations regarding fulltime education for the Brazilian public schools. The specific objectives were: identifying and analyzing the pedagogical conception which grounds the CENPEC‘s formulations about fulltime education; identifying the possible political strategies for the dissemination of these formulations in the educational field. In order to answer the guiding questions and the objectives, we carried out a documental research referenced in historical materialism. The documental corpus involved documents created by us and/or elaborated in partnership with CENPEC. Fifteen publications were analyzed comprehending three research categories, which are: (1) ―Scholarly Educational Project‖; (2) ―Educational Work‖; e (3) ―Public Articulation Networking‖. In the first chapter, we raised a discussion about the dialetics between social class and education, a fact which enabled us to define the categories for analysis. In the second, we discussed about the educational reforms coordinated by the entrepreneurs within the ―globalization of education‖, evidencing the principles and articulations of such reforms. In the third chapter, we aimed at identifying how the theme of full-time education was conducted in the period from 1985 to 2015, considering CENPEC‘s position. In the fourth, when we talk specifically about CENPEC, considering its founder‘s trajectory and also that of the organization in the educational field. In the fifth chapter, we showed the analysis‘s results about the CENPEC‘S educational project based on three categories. To sum up, the research reveals that CENPEC‘s educational Project meets the principles and guidelines contained in the neoliberal educational reforms. CENPEC also aims at redefining the responsibility for the educational work and disseminates pedagogical pragmatic orientations which diminishes the role of systematized knowledge. In order to affirm its full-time educational project, CENPEC establishes political connections with civil organizations and state instances, enhancing the chances of legitimating its expectations and values in the humane formation of working-class children.