Centralidade da categoria trabalho na educação profissional de nível médio no Ceará: entre o horizonte ontológico e a reprodução do capital

Abstract

The concept of work based on the conceited bases of Brazilian Education, structured on the logic of capitalism, requires an ontological analysis that transposes its phenomenal appearances and reaches its essence. On this plane, a research on the relationship investigates the appropriation of the category of work in professional education at the medium level in the state of Ceará, in the light of Marxian-Lukacsian ontology. The fulcrum point to be orientated is the study expressed in this two-fold investigation: - what orientation of work prevails in the professional education of medium level in Ceará and what are the ontological contradictions perante to the logic of reproduction of capital? Coming from the materiality that the labor activity is a founding ontological category of social being, the general objective is to understand the centrality of the labor category in the professional education of a medium level in Ceará, analyzing the contradictions that emerge: according to classical economics and ontological roots. Expresses as specific objectives: a) Identify the potentialities and contradictions of the job category and its institutional appropriation in professional education; b) Examine the category of work in the official educational documents and the politicalpedagogical projects of middle-level professional educational schools; and c) Investigate, in this area of ontological Marxism, the category of work in classical economics and the ontology of social being, verifying the prevalence and concrete form as revealed in professional education in Brazil and Ceará. Methodologically, we have a theoretical-bibliographical study and documentary analysis including: LDB nº 9,394/1996; DCNEPT, Resolution CNE/CP No. 1 of January 5, 2021; and three Political-Pedagogical Projects (PPPs) of the EEEPs, anchored in historical-dialetic materialism. The theoretical foundation mobilizes classical authors of Marxism — such as Marx, Lukács, Mészaros and Gramsci — and contemporary Brazilian researchers who update these reflections in the field of education, such as Tonet, Lessa, Saviani, Duarte, Jimenez and Frigotto. All of them converge in the criticism of education as a mechanism for the reproduction of the logic of capital, and in the defense of a training project based on the praxis and ontology of social being. It is not possible to project an education beyond capital without this ontological support, nor to envision human emancipation. Based on Marxian-Lukacsian ontology, the results suggest that, despite the work possessing emancipatory formative potential, its appropriation by Professional Education, in the current educational/school molds, involves practices that reproduce the logic of alienated work, according to its approach in classical economics, distancing itself gives transformative praxis required by Marxism. Furthermore, the work as an educational principle, widely disseminated by some critical educational theories, as defended by Saviani and his interlocutors, is present in the legal and pedagogical frameworks that underpin the conceituais bases of the Professional Education of a medium level in Ceará as an instrument of training of the working class. However, this happens in a contradictory way, because, at the same time as it aims for social transformation, it remains subsumed in the structural tessituras of capital, as mentioned above. Logo, elements inherent to educational business rationality reveal a recontextualization that tends towards the conservative model of the educational proposal that does not work in a central category and that demonstrates an understanding in accordance with classical liberal economics, as critical authors of ontology warn. As a current contribution, this article offers an analytical tool that organizes three levels of centrality of the work category — ontological, ideological and effective —, highlighting the distance between essence, discourse and practice in the Professional Education of a medium level in Ceará. Finally, the investigation revealed in an understanding of the category of work and its relationship with education, fundamental to transformative praxis, requires that we seek its ontological essence.