Mercantilização da educação e estratificação social: a escola particular como reprodutora da lógica neoliberal e a educação coletiva como resistência

Abstract

This research investigated the impacts of the neoliberal system's interference in Brazilian education and analyzed the process of the commodification of schooling in the consolidation of this ideology, seeking to understand how private education can act as an agent that reproduces social dichotomy. The study aims to encourage reflections on pedagogical practices focused on intellectual emancipation and the strengthening of subjects' autonomy, understood as forms of resistance to the market logic of education. The general objective was to analyze how the private school acts as an agent in reproducing class dynamics in contemporary society, based on the consolidation of neoliberal ideology and the commodification of education. Furthermore, the research also seeks to reflect on collective education as a mechanism for resistance and the promotion of social justice. To this end, a methodology based on bibliographic research with a qualitative approach is adopted. The theoretical framework is articulated around the conceptualization of Neoliberalism and Commodification, mobilizing authors who support the argument that both operate as tools for the precarization of the public educational system. Among the works mentioned are David Harvey (2008), Bourdieu (2008), Mészáros (2008), Frigotto (2006), Saviani (2008), and Freire (1994). To conceptualize and defend collective education as a disruptive practice in relation to the barriers imposed by neoliberalism and the commodification of education, works by Anton Makarenko (1981), Célestin Freinet (1969), and Loris Malaguzzi (1999) were used. The results obtained revealed that Brazilian education has gradually taken on a market-oriented nature, favored by the increasing political force of the business sector that permeates it and consolidated by the rise of the neoliberal logic. In this scenario, the commodification of schooling emerges as a product of this process, making private education an alternative to the marginalization of public schooling, which is made precarious in favor of the school-as-a-business model, emptied of social function and oriented towards profit production