Crise estrutural, imperialismo e destrutividade do sistema: projeto educativo de (in)sustentabilidade do capital na agenda 2015-2030

Abstract

This thesis has the purpose of making the relation between the complexes of the economy and the education, from the materialist ontology that bases the method of Marx. Thus, we will analyze the important destructive transformations and unsustainability that characterize, according to Mészáros (2003), the most crucial phase of imperialism as a product of the structural crisis of capital through its articulation with the educational project focused on the sustainability of capital incorporated in Incheon Declaration for Education 2030. In order to understand the essence of this object and its multiple determinations from its historical-genetic constitution, we will focus the analyses on the Marxian method. The research has a bibliographical and documentary nature, and will be based mainly on the mészárian theoretical formulations. In this way and considering the ontological relation between the complexes of the economy and the education, we will investigate, with precision, the capital, from the points of view Marxian and Mészárian that differentiates capital and capitalism, going from its primitive and transitional forms until its transformation in an organic system with strongly articulated parts. After that, we will briefly examine the historical course of imperialism in modernity. To achieve this goal, we will use the writings of Marx (1985), Magdoff (1979), Hobsbawm (1985, 1995, 2012, 2013, 2015, 2017), Gennari and Oliveira (2009), and Coggiola (2009) Lenin (2011). The predominant moment in the examination of the three imperialist phases (colonialism, modern imperialism and third imperialist phase) will be, respectively, its dialectical interrelationship with the historical ascension phase of capital and the exhaustion of that ascendancy that leads to the structural crisis of capital. Then we will deal with Mészáros's elaborations on the structural crisis, the destructive production as the motor of the reproduction of capital and the third imperialist phase. This movement, which gives substance to the treaty of Mészáros on imperialism, will examine the educational agenda linked to the Sustainable Development Goals (SDG) for the peripheral countries of capital. In examining this global commitment, we will briefly review the conception of sustainability defended by the United Nations since the beginning of the 1970. In the meantime, we have examined the documents produced by the Summits for Sustainable Development and the Millennium Summit, as well as: Declaration of the United Nations United Nations Conference on Sustainable Development (2012). Subsequently, we will focus on the Declarations of Jomtien (1990) and the Dakar Framework for Action (2000), highlighting the sustainability category in order to understand the continuity and discontinuity links of EFA and the Education Commitment 2030. Finally, we will analyze the Incheon Declaration and the Framework for Action for the implementation of the Sustainable Development Objective 4, highlighting the role of education in the role of sustainability projects in the face of the approximation of their systemic limits.