O que fundamenta a proposta dos CEPIs em Goiás?
Nenhuma Miniatura disponível
Data
2023-05-22
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
La educación en tiempo integral ha avanzado significativamente en el Estado de Goiás con la
implementación de los Centros de Enseñanza en Período Integral (CEPIs). La implementación
de ese modelo está de acuerdo con los objetivos establecidos en el Plan Nacional de Educación
(PNE) (BRASIL, 2014) y a los del Plano Estadual de Educación (PEE) (GOIÁS, 2015) que
determinan la expansión de la enseñanza integral cuyo objetivo es “Ofrecer educación en
tiempo integral en, como mínimo, 50 % (cincuenta por ciento) de las escuelas públicas, de
forma a atender, pelo menos, 25 % (veinticinco por ciento) de los (as) alumnos (as)de la
educación básica.” (BRASIL, 2014). En ese marco, el gobierno de Ronaldo Caiado (2019 -) ha
invertido cada vez más en la implementación de esa modalidad de enseñanza. En este trabajo
tuvimos el objetivo de elucidar lo que fundamenta la propuesta de los CEPIs en el Estado de
Goiás por medio del análisis documental de su Programa y de documentos que referencian ese
modelo educacional, así como los principales documentos que establecen las directrices para la
educación en países de capitalismo dependiente. También apuntamos en la discusión, como esa
propuesta y su fundamentación establecen el lugar de la Enseñanza de Ciencias dentro de su
programa. Ese análisis partió de la óptica del materialismo histórico con foco en la influencia
de los aparatos privados de hegemonía de la clase dominante en la educación pública a través
de lo público no-estatal y su relación con el Estado y la sociedad civil, con el recorte de las tres
últimas décadas, período marcado por el proceso conocido como empresariamiento de la
educación. Discutimos la influencia de los sectores de la sociedad civil en la educación,
entendida como estrategia para atender las demandas del capital y su reproducción a partir de
la coerción y del consenso. En nuestra análisis concluimos que la propuesta de los CEPIs está
alineada con las principales orientaciones internacionales de los organismos multilaterales y
que, con el apoyo de los aparatos privados de hegemonía y de los intelectuales de la burguesía
o cooptados por ella, esa propuesta profundiza la captura de la subjetividad de los sujetos por
la lógica del mercado en el marco del neoliberalismo, configurándose como una propuesta que
13
refuerza el mantenimiento y la reproducción del capitalismo y la subsunción de la educación a
los idearios neoliberales de mercado.
Full-time education has significantly advanced in Goiás state with the implementation of FullTime Teaching Centers (CEPIs, acronym for Centros de Ensino em Período Integral in Portuguese). The implementation of this teaching model aligns with the objectives set by the National Education Plan (PNE) (BRASIL, 2014) and the State Education Plan (PEE) (GOIÁS, 2015) to expand full-time education, aiming to "Offering full-time education in at least 50% (fifty percent) of public schools, to serve at least 25% (twenty-five percent) of basic education students" (BRASIL, 2014). In this context, the government of Ronaldo Caiado (2019-) has increasingly invested in implementing this type of education. This work aims to elucidate what underlies the proposal of CEPIs in Goiás state through documentary analysis of its program and documents that reference this educational model, as well as the main documents that establish guidelines for education in dependent capitalist countries. We also highlight in the discussion how this proposal and its foundation establish the role of Science Education within its program. Using the perspective of historical materialism, we analyzed how the dominant class's private apparatuses of hegemony influence public education through non-state actors and their relationships with the state and civil society. Our focus was on the last three decades, a period marked by the process of education entrepreneurization. We discussed the influence of civil society in education, understood as a strategy to meet the demands of capitalism and its reproduction based on coercion and consensus. In our analysis, we concluded that the proposal of CEPIs aligns with the main international guidelines of multilateral organizations and that, with the support of private apparatuses of hegemony and bourgeois intellectuals or those coopted by them, this proposal deepens the capture of subjectivity by the logic of the market within the framework of neoliberalism. This proposal reinforces the maintenance and reproduction of capitalism and the subordination of education to neoliberal market ideals.
Full-time education has significantly advanced in Goiás state with the implementation of FullTime Teaching Centers (CEPIs, acronym for Centros de Ensino em Período Integral in Portuguese). The implementation of this teaching model aligns with the objectives set by the National Education Plan (PNE) (BRASIL, 2014) and the State Education Plan (PEE) (GOIÁS, 2015) to expand full-time education, aiming to "Offering full-time education in at least 50% (fifty percent) of public schools, to serve at least 25% (twenty-five percent) of basic education students" (BRASIL, 2014). In this context, the government of Ronaldo Caiado (2019-) has increasingly invested in implementing this type of education. This work aims to elucidate what underlies the proposal of CEPIs in Goiás state through documentary analysis of its program and documents that reference this educational model, as well as the main documents that establish guidelines for education in dependent capitalist countries. We also highlight in the discussion how this proposal and its foundation establish the role of Science Education within its program. Using the perspective of historical materialism, we analyzed how the dominant class's private apparatuses of hegemony influence public education through non-state actors and their relationships with the state and civil society. Our focus was on the last three decades, a period marked by the process of education entrepreneurization. We discussed the influence of civil society in education, understood as a strategy to meet the demands of capitalism and its reproduction based on coercion and consensus. In our analysis, we concluded that the proposal of CEPIs aligns with the main international guidelines of multilateral organizations and that, with the support of private apparatuses of hegemony and bourgeois intellectuals or those coopted by them, this proposal deepens the capture of subjectivity by the logic of the market within the framework of neoliberalism. This proposal reinforces the maintenance and reproduction of capitalism and the subordination of education to neoliberal market ideals.
Descrição
Citação
GONTIJO, M. C. O que fundamenta a proposta dos CEPIs em Goiás? 2023. 113 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Pró-Reitoria de Pós-graduação, Universidade Federal de Goiás, Goiânia, 2023.