Sujeito, cultura e educação: (des) ajustando a crise do capital, uma experiência do inevitável

Abstract

The essay aims to discuss about the concepts of subject, culture and education, overlapped among them in the process of constitution thereof, where the inevitable experience of the capital crises reaffirms their existence. They are concepts that form the tripod that supports or destabilizes the crisis of capitalism, where the established order is crucial in the formation of this tripod, leaving to prevail cultural and educational paradigms that directly participate in the development of a subject shaped by science and technology so that it can prevail the status quo. The science in capitalist societies, after to become the paradigm for civilization reaching, it turns the technique more important than humanity itself when they put all to the service of their action, limiting their Faustian devastating and uncontrollable strength. The technique strength relapses upon education because the function of educates to the progress presupposes preparing the visual field of children and youth from the apprehension of a subject that constitutes himself in the symbolic and imaginary field. In remembrance of the past as an attempt of adjust and maladjustment of capitalism depends on a memory to recover the "lost traces of habits" which outlines the skills of the subject. The recall outlines three fundamental aspects concerning the subject, culture and education. The first fundamental aspect is the culture, which depends on the force of habit to survive determining how the subject catches its own existence, making their actions stiffened and / or flexible. The second aspect concerns the habit interference in the formation of abilities fundamental to individual and collective existence, the habit reveals that culture also integrates and, many times, it is decisive in the educational process. The third corresponds to education that is responsible for the process of formation of subjectivities capable of stabilizing or destabilizing socioeconomic and cultural paradigms. The whole theoretical discussion analyzed on this test focuses on criticism of Walter Benjamin, the culture and bourgeois education.