Democratização da escola pública: a escola entre o controle do Estado e do mercado e objeto de acumulação do capital

Abstract

Our object of study is the state public school, at the basic education level, where working class sons and daughters represent 87% of enrollments. We seek to respond to three objectives: analyze the issue of the State, its relationship with capital and education; analyze the growing influence of the market on education (relative transfer from state control to market control) 3 or state control of schools under the tutelage of the market; explain the phenomenon of the school as an object of capital accumulation, which occurs through business education reforms, seeking to explain the school as a commodity. We start from the assumption that the progressive critique of education, even having denounced the problem of the relationship between State, market and education, does not deal with state management as the main theme. The fundamental question that guides us in this research is whether the school can fulfill its desire as an effectively democratic institution under the bourgeois State, or under the logic of the market, with the assumption being the denial of this possibility. From contractualists to Marx, we seek to understand the nature of the State, its relationship with private property, its class determination, as it appears in Marxist analysis. From this same perspective, in the field of education, we explain the nature of the school, its imperative to serve the interests of capital, since its birth in modernity, which imposes on it a permanent crisis of realizing its alleged universalizing character. We analyze the double problem of control over the school, state control and market control, in the latter, through business organizations, with the Lemann Foundation as the main entity, in a partnership regime provided by the management reform of the Brazilian State. This is research of a bibliographic and empirical nature, adopting the historical-dialectic method of analysis and exposition. As a result of the control system, between the State and the market with its business organizations, the state school apparatus starts to be taken as an object of capital accumulation, from which we conclude that the paradigm of education under business logic and control is the form of the State exercises control over public education, preventing the effective realization of its democratization.