A máscara e o rosto: as prescrições do banco mundial e o projeto de reforma empresarial para a educação pública brasileira no contexto do imperialismo das grandes corporações

Abstract

The main objective of this research is to investigate the World Bank's prescriptions / recommendations for educational policies in Brazil, in this historical period, with the purpose of reconciling them with imperialist interests. In view of this, we seek to reflect on the influence of the market, guided by the logic of unlimited accumulation, in the definition of projects that are embodied in policies for public education. Thus, the central question of this study is: What are the instruments used by imperialism to condition the business reform of public education in Brazil in the period from 2014 to 2020? Based on this problem, the following objectives were outlined: To understand imperialism as a superior phase of capitalism, according to the classic analysis of Lenin; Apprehend the period from the 1970s to the present as the exacerbation of classical imperialism; Unveil how the educational conglomerates and the phenomenon of entrepreneurship in education expand, related to the dominant ideology of imperialism and how these elements permeate educational policies; Investigate World Bank prescriptions regarding educational policies in Brazil. Furthermore, to reveal how these elements are intertwined with the policies of neoliberalism (phase of imperialism), whose main purpose is to lead to the complete privatization of public, secular, free and quality education; Business reform, therefore, is just one step, among others, that aim to bring public education to full market control. For this purpose, as part of the empiricism, it was about the programs imposed by educational policies, including through the observation of curricular matrices, and some World Bank documents on Brazilian education; the analysis was mainly based on comparing these documents and understanding their similarities. In addition, a theoretical effort was made that contributed to the unveiling of the apparent and led to the removal of the ideological mask of the defense of business reform in public education. In this sense, the analyzes were guided by analytical categories and concepts from historical materialism, such as, totality, mode of production, imperialism, ideology, hegemony, organic intellectuals, contradictions, etc. Firstly, it is assumed that men are produced from their social relationships, mediated by the capitalist society's mode of production, thus, education cannot be understood as a phenomenon isolated from multiple determinations. Thus, in order to understand the configurations of public education today, it is necessary to understand education inserted in social relations, which are produced according to the mode of production of that historic moment. After the whole journey, the following thesis is arrived at: the World Bank, as an institution led by the USA, is an organization that mirrors the imperialist ideology and seeks to reflect this set of ideas, through its employees, technicians and analysts, fundamentally to the countries on the periphery of capitalism. The production of this body of ideas is closely linked to the social relations of production, that is, it carries the bourgeois perspective, which seeks to establish its hegemony. Therefore, it was found, by collating documents, that there is an alignment between the conceptions (human capital theory, for example) of the BM and the practices arising from Brazilian educational policies; both aim to develop actions that, consequently, lead to the implantation of the concepts and practices arising from the ideas of business reform for Brazilian public education.