As reformas das políticas de formação docente no Brasil: um mecanismo de controle e ajuste da educação a serviço da reprodução da ordem do capital

Abstract

As a result of the chronic and permanent crisis, educational reforms are being carried out through the political articulation of the state and international multilateral organizations, with the aim of promoting the control and adjustment needed to contain the symptoms of the crisis. As a result, teacher training policies for basic education are given central importance in order, above all, to adjust them to the education project brought in by the reforms, placing teacher training as a sine qua non condition for the realization of education within the rationality of capital at different junctures. These objective conditions raised the following question: in the contradictory terrain of capital, what are the real pretensions of controlling teacher training and how is it objectified in the current conjuncture? In addition, this research entitled The reforms of teacher training policies in Brazil: a mechanism for controlling and adjusting education to serve the reproduction of the capital order, with the intention of getting closer to the object to answer the question, was conducted with the aim of analyzing the conception and process/movement of reforms in teacher training policy for Basic Education in Brazil and its conception, implemented, especially since the 1990s, by the State under the tutelage of the OMI. Here we approach the object to perceive its determinations, basing this research on the theoretical and methodological perspective of Historical Materialism, founded by Karl Marx and Friedrich Engels, as well as its ontological recovery by the Hungarian revolutionary theorist György Lukács, which made it possible to bring to the surface the multiple determinations that shape teacher training policies in Brazil. To this end, this research is bibliographical and documental, drawing on Marxian and Marxist theoretical support in order to be able to understand the relationship between the fundamental dimensions of the capital system and the reverberations in the education complex, as well as contextualize the implications of the work process in the education complex, in the terrain of the class struggle. This theoretical framework made it possible to analyze normative acts, monitoring reports and other official documents in order to unveil appearances when examining educational policy reforms in Brazil since 1990 and when analyzing the teacher training policy regulated by Resolution No. 2 of December 20, 2019, identifying its conception. After examining the causal links, this research points out that, in an attempt to contain the symptoms of the current deep crisis, which is predicted by the uncontrollable need for the production and reproduction of capital, the implementation of teacher training policies is part of the package of state strategies which, in line with the interests of OMI and national private agents, aims to increase control over the education complex, promoting the ideology and reproduction of the capital order. Therefore, to control education through educational policies, idealized by the ruling class, which affect teacher training and place teachers at the center of the social problem, is to create the conditions for the implementation of a project to train subjects who are totally opposed to the needs of the human race.