Da crise na educação ao impasse na formação continuada de professores
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Data
2008-10-02
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Universidade Federal de Goiás
Resumo
This highly bibliographical study is linked to the research line on Culture and
Educational Processes in the Post-graduate Educational Program at FE-UFG. It questions
the impasse generated in the ongoing formation of teachers, in which the guidelines are
established by international organizations submissive to the liberal ideology. These
guidelines had their origin in the operational changes of capitalism, and now respond to the
demands of the theory of human capital both in what qualifies the teacher as worker,
belonging to a working class, as well as the demand that the latter form his successors for
the labor market. From the moment that education came to be considered an indispensable
instrument in market expansion, its basis of political emancipation and personal expansion
disappeared. To educate no longer means leading younger people to understand the laws of
the world. According to the capitalist model, initial school education has to do with
offering basic competencies which, throughout life, permit the subject to pursue his/her
permanent formation which, in its turn, will allow him/her assimilate the latest knowledge
and techniques demanded by the market. Caught up in the Capitalist Discourse, the teacher
avoids acting subjectively as an adult responsible for the transition of young people to this
world, because the founding rules of subjectivity are hidden under the false testimony that
there is no law. However, linguistic laws are not subject to disguise and demand the
interdiction of pleasure. This creates an impasse in the subject who hears the technoscientific
discourse declare that there are no limits and therefore access to pleasure is free,
but is faced with his/her own castration since s/he is unavoidably submitted to language
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SCARTEZINI, Raquel Antunes. From the education crisis to the impasse in the
ongoing formation of teachers.. 2008. 102 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008.