Educação entre emancipação e reprodução: as contradições da escola na sociedade capitalista contemporânea e os desafios da pedagogia crítica

Abstract

This undergraduate thesis (TCC) in Pedagogy investigates the contradictions of teaching within the context of contemporary capitalist society, analyzing how the school can simultaneously act as a space for the reproduction of inequalities and for potential social emancipation. The research seeks to understand the implications of market-driven and "banking" education, discussing alternatives for a critical, autonomous, and transformative pedagogy capable of promoting reflection, autonomy, and social justice in the educational process. This work is theoretically grounded in authors such as Dermeval Saviani (2002), Pablo Gentili (2002), Karl Marx (1985), and Pierre Bourdieu (1982), among others, for an analysis of educational aspects in contemporary capitalist society. Furthermore, it is inspired by the contributions of Paulo Freire (1987), Ildeu Coêlho (2012), and Daniel Markovits (2019) for definitions and limits regarding banking and market-driven education, which dialogues with the meritocratic ideal, contributing to the reproduction of social inequalities. I also highlight the possibilities for breaking away from and transforming oppressions through practices for liberation, with theoretical support from bell hooks (2013), Paulo Freire (1987), and Ildeu Coêlho (1993). The qualitative bibliographic research is supported by a reflexive analysis that aims to understand teaching, the relationship between educators and students, and pedagogical practices that overcome the banking education model that perpetuates ideologies of oppression. Therefore, it reaffirms the need for a pedagogical practice that fosters social emancipation