Diretrizes do Banco Mundial e as reformas educacionais intervencionistas no Brasil: o papel da educação à serviço da política do desemprego

Abstract

The objective of this research is to unveil the role played by the World Bank’s guidelines in shaping interventionist educational reforms in Brazil, understanding the instrumentalization of education as a mechanism for capital reproduction and as a legitimizing instance of the structural precarization of labor, under the pretext of combating unemployment. The research is grounded in the assumption that educational reforms reflect the interventionist nature of international organizations in shaping youth employment policies in Brazil. The research is grounded in the onto-method and uses the dialectical method to examine the contradictions between educational proposals and their practical implementation, taking into account the disputes among different social actors. The research techniques include bibliographical study and document analysis. It seeks to uncover the essence of unemployment within the labor market by analyzing its historical-ontological origins, specific nature, and social function in contemporary capitalist society. The research argues that schooling reforms should not be seen as direct determinants of employment or unemployment, but rather as elements embedded in a capitalist system of production that subordinates all spheres to its interests under the influence of international institutions. This bibliographic and documentary study draws primarily on the works of Marx (2003, 2013), Mészáros (2006, 2011a, 2011b), Mendes Segundo (2005), and Leher (1998). It is concluded that the educational project led by capital, with the support of the state, increasingly distances itself from the possibility of providing comprehensive education aimed at the working class. Amid the structural crisis of the capitalist system and chronic unemployment, the proposed solution is not limited to merely preparing the labor force for the formal labor market; it also promotes the dissemination of entrepreneurial ideology as the only viable alternative. These strategies serve to normalize unemployment and encourage personal adaptation to precarious and informal work, thus operating a pedagogy of resignation that empties the horizon of social emancipation.