A formação de professores como estratégia de consolidação da hegemonia do capital

Abstract

The present work evaluates the discussion about fundamental elements to the understanding of the specific role that education assumes in the ideological support of the social order of capital, offering evidence of the repercussion of this process in the formation of teachers for basic education. As we will see, the neoliberal doctrine, redefined in the so-called Third Way, or yet social-liberalism, traces its hegemony through an expanded set of reforms aimed at securing the interests of the great capital over social justice. The expansionist, destructive and uncontrollable character of social metabolism in capitalism engenders a "structural crisis" that strongly demonstrates the antagonisms and inequalities that afflict human life: rising unemployment rates, the environmental crisis and the explosion of social backwardness are the ingredients of economic management that cruelly attack human labor, with different methods of work organization, such as Taylorism/Fordism, and now Toyotism. The use of flexible forms of production, scientific-technological innovation and new management models of work organization presents a great social demand for school education since it plays a decisive role in the construction of the "new" school. To the state is assigned the role of fomenting training policies to provide the necessary labor to fit production standards and to legitimize the support framework of the opportunist corporate interests of the market that aims at a type of growth that shortens the concept of citizenship. The set of these factors opens the way for the expansion of distance learning as a preferred form for teacher training and marks a process of great changes for the organization of pedagogical work and education systems.