POLÍTICAS EDUCACIONAIS E O CONTEXTO SOCIAL = EDUCATIONAL POLICIES AND THE SOCIAL CONTEXT

A educacao configura-se como uma dimensao basica e necessaria da vida individual e coletiva, uma vez que ao assimilar e reproduzir um dado modo de existir, o ser humano concretiza uma visao de homem/mundo. Espera-se que, por meio da educacao, o ser humano desenvolva condicoes pessoais para engajar-se ao grupo que pertence, isto e, esteja preparado para a participacao na vida social e no trabalho. Entretanto, a logica capitalista impulsiona a dinâmica de exploracao do ser humano. O reflexo do contexto neoliberal incide diretamente nas politicas educacionais e, consequentemente, nos tipos de individuos que estao sendo formados nas salas de aula. A atuacao do Banco Mundial ganha significacao quando avalia-se as configuracoes do atual panorama educacional brasileiro, uma vez que percebe-se como os apontamentos do banco se materializam nas instituicoes educacionais. Mais do que assistir o setor educacional brasileiro, por meio de cooperacao tecnica e financeira, o Banco Mundial, nas ultimas decadas, passou a elaborar politicas para a educacao. E na relacao entre conhecimento e capital que o Banco Mundial se impoe, determinando as diretrizes ao sistema educacional, em especial no contexto brasileiro. Essas determinacoes se fazem necessarias a fim de manter o sistema capitalista e a exploracao do trabalho humano. Os argumentos utilizados pelo banco se justificam no desenvolvimento de estrategias para o alivio da pobreza e promocao de niveis de vida mais humanos. Dessa forma, a educacao nao deve nortear-se pela logica mercantil, sendo instrumento de perpetuacao, reproducao e manutencao do capitalismo; mas sim, mecanismo de possibilite o desenvolvimento e emancipacao do homem. Palavras-chave: politica educacional. educacao. neoliberalismo. capitalismo. ABSTRACT The education is configured as a necessary and basic dimension of the individual and collective life – in this sense, by assimilating and reproducing a certain way of being, the human being materializes a view of man and world. It is expected that, through the education, the human being develops personal conditions to the engagement to the group to which he belongs, that is, in a way that he is prepared for the participation in the work and social life. However, the capitalist logic stimulates the dynamics of exploration of the human being. The consequence of the neoliberal context influences directly in the educational policies and in the types of individuals that have been formed in the classrooms. Since it is perceived how the appointments of the World Bank have been materialized in the educational institutions, the performance of the Banlk acquires meaning when it is evaluated the configurations of the current Brazilian educational panorama. More than assisting the Brazilian educational sector in the technical and financial cooperation, the World Bank in the last few decades has started elaborating politicies for education. It is in the relation between knowledge and capital that the World Bank imposes itself, determining the lines of direction to the educational system, in special in the Brazilian context. These determinations are necessary in order to keep the capitalist system and the exploration of the human work. The arguments used for the bank justify in the development of strategies for the relief of the poverty and promotion of human levels of life. Of this form, the education does not have to be guided by the mercantile logic as an instrument of perpetuation, reproduction, and maintenance of the capitalism; but as a mechanism that makes possible the development and emancipation of man. Keywords: educational politics. education. neoliberalism. capitalism.