Trabalho e educação: implicações teóricas nos programas de pós-graduação em educação no Brasil

Abstract

The dissertation aims to reveal possible theoretical implications of the relationship between work and education in theses and dissertations in graduate programs in education in Brazil. Throughout our training process, we evidenced a frequent split between the categories of work and education. Sometimes the categories appeared apart, on others, in their most immediate forms and subsumed to the current mode of production. Work is the essential category of the development of the social being, however, it is concealed within the field of education. Even the teaching work in teacher training courses appears circumscribed by its practical validity, thus obscuring other meanings. Thus, in an attempt to understand how this relationship is expressed in the current theoretical production in the field of postgraduate education in Brazil, we identified the theoretical perspectives present in theses and dissertations and, in sequence, we analyzed the meanings/apprehensions of the work in them. For this purpose, theses and dissertations were selected incorporated in the Brazilian Digital Library of Theses and Dissertations - BDTD of postgraduate programs in education that received the highest score in the last four-year period (2017-2020) from the Coordination of Personal Improvement of Higher Level Assessment - CAPES. We use the materialist dialectic as a reference, a social theory formulated by Marx and Engels during the XIX century – we claim the apprehension of reality through the materialist dialectic for its relevance and methodological rigor. From the analyzes carried out, we verified that in the theses and dissertations studied, the relationship between work and education appears implied by the predominance of theoretical perspectives marked by subjectivism, through which they try to apprehend the reality limited by the immediate experiences, in this way, forged from a gnosiological point of view, conforming to the absence of ontological criticism. Hiding historical-social determinations, the current mode of production becomes naturalized and the theory is characterized with ideological expression, mystifying the relations between work and education and, consequently, reproducing the current social relations.