Influência do capital na proposta de currículo emancipatório

Abstract

The present study belongs to the course conclusion work on Especialization in Education: Methods and Tecniques of Teaching. This paper aimed to contextualize the universe of capital, the curriculum, the technicist pedagogy and the pedagogy critical-social, subjects associated to the educational proposal discussing them trough theories of several authors. At first, it was noted how capital can influence the education and how it has been an instrument of market interests, politicians and others in power, behaving like a business. In turn, the curriculum was presented as the document which promulgates the educacional proposal which when it is put into action express a function to be worked over a determinated cycle which is organized by agents and their wills. Following, general characteristics of technical and critical social pedagogies, methodologies, reviews, content, student/teacher/society interactions are presented and also how both can influence the formation of a society model. Grounded in behavioral theory, the main interest of technicist tendency - which has the scientific neutrality and implementation of natural events to society as the absolute truth - is to meet the needs of capitalist society.On the other hand, the critical-social pedagogy emphasizes the teaching of the content built throughout the history of humanity (folk knowledge) along with the scientific content (scientific knowledge). Both knowledges are confronted with the social reality in which the student is inserted, since there is no absolute truth and the subject is considered capable of overcoming the alienation when considering their social reality. This pedadogy was based on dialectical and historical materialism and it is concerned with educational problems arising from the exploitation of man by man. Finally, it was concluded that the search for a critical education to break with the logic of capital and the media and which reflects the current state of society in their individual/ individual and individual/nature interaction and which propose a change to end marginalization.