Nota crítica aos sete saberes necessários à educação do futuro: um estudo à luz da crítica marxista

Abstract

With the purpose of drawing a Marxist critique to Morin’s work (2000) entitled The seven knowledge necessary for the education of the future, published by UNESCO – the institution, which two years earlier had published A Treasure to Discover: report of the International Commission on education for the twenty-first century, under the coordination of Jacques Delors – the article focuses on the relationship that the work of Morin (2000) maintains with the pedagogies of learning to learn. It reasserts, in this sense, the criticisms that have been elaborated by Duarte (2000), Arce (2001), Facci (2004) and Rossler (2006), among others, aimed at those pedagogies, which are based upon the so-called four pillars of contemporary education, presenting, moreover, the basic assumptions for the understanding that such educational pillars are consistent both, with the ideals of neo-liberal policies proposed for the educational context within the current structural crisis of capital (MÉSZÁROS, 2000), as are also equal in par with the resumption of the new school movement.