Trabalho e educação: contradições, problemas e desafios por uma educação emancipatória

Abstract

This study, part of the "Public Policies and Education Management" Research Line of the Graduate Program in Education at Tuiuti University of Paraná, addresses the relationship between work and education, focusing on the pursuit of emancipatory education. The research highlights that the school curriculum is a field of contention, divided between the logic of social reproduction, which reinforces inequalities and meets market demands, and the logic of emancipation, which seeks to develop critical, autonomous individuals capable of transforming society. The researcher reflects that the curriculum is a contested territory; it often serves the interests of capital, reproducing inequalities and promoting conformist subjectivities. On the other hand, it can be an instrument for emancipation, challenging a curriculum focused on critical development, autonomy, social transformation, and comprehensive education. She argues that school must be redefined to promote a more critical and socially just education, overcoming the current fragmented and technical model. The research also analyzes the National Common Curricular Base (BNCC), recognizing its contradictions and limitations. Although it focuses on the labor market and reinforces a capitalist logic, it can be critically understood as promoting an emancipatory education. This study adopted a qualitative, bibliographical, and documentary methodology, focusing on the analysis of official documents and academic works, seeking to understand the tensions between the logic of capital and the possibilities of an education focused on emancipation. The structure of the work comprises three main sections: the limits and possibilities of schools in capitalist society, an analysis of the curriculum under this logic, and the contradictions of class and ideology present in the BNCC. The study's results indicate that, although the BNCC presents challenges, it can be critically reinterpreted to advance toward a more emancipatory education that values comprehensive development and social transformation.