O papel político da educação em uma sociedade de classes: reflexões sobre práticas educativas na (de)formação do sujeito

Abstract

This study discusses the political role of schooling in a class-based society, asking how the school can contribute to either forming or deforming the subject. This is a qualitative research based on bibliographical and documental analysis, drawing on authors such as Paulo Freire, Theodor Adorno, Cipriano Luckesi, Ildeu Coelho and Carlos Rodrigues Brandão, among others, to show that education is never neutral, but embedded in competing social projects. On the dehumanizing side, the dissertation examines education in Nazi Germany and Brazilian civic-military schools, revealing how authoritarian, racist and disciplinary practices can turn the school into an apparatus that reproduces inequalities and normalizes violence. On the humanizing side, it investigates Projeto Âncora and the Escola Pluricultural Odé Kayodê as experiences that combine affectivity, autonomy, recognition of popular and pluricultural knowledge and democratic participation, thus approaching a liberating conception of education. The conclusion is that schooling is a contested field between projects of social reproduction and social transformation. As an educator, I commit myself to pedagogical practices that foster discovery, curiosity, creativity and a sense of wonder towards life, as opposed to authoritarianism and oppression, reaffirming the school as a space of resistance, criticism and the production of other possible worlds.