Abstract
Industry 4.0 is based on digital technological advances that demand educational processes that develop people to act in line with this scenario. Based on the ecological and systemic view, mainly on the concepts of bidirectionality and self-eco-organization, the aim of this text is to reflect on the effect of the connection between education 4.0 and industry 4.0 in Brazil in the constitution of subjectivity. Narrative review was applied in the fields of History and Philosophy of Education, Brazilian Industrialization and Educational and Organizational Psychology, to support a Brazilian socio-historical reading of the four industrial revolutions and their parallel with education, the influence on the Brazilian subjective position is inferred. Ethically positioned in terms of human and professional training, it is argued that technological advances should be at the service of human beings and not the other way around. In this sense, we conclude that dialogic and emancipatory education, aware of its subjective influence, has an important role in social justice. The appreciation of subjectivity supported by the construction of autonomy and thought authorship can serve as key elements to educational success in connection with Industry 4.0.
Highlights
The nickname “Industry 4.0” was created by the German government in 2011 to highlight the use of high technology in German industry (Herman et al, 2015), with reflections on automation, control, information technology, applied to Production processes
Industry 4.0 demands an Education 4.0, and, without it, its existence is impossible, as it is necessary to form a new personal and professional profile that incorporates technological advances from school to corporate education from a more agile, updated perspective. and innovative. human being is the main element in the context of training for work and for their life in society, this cannot be reduced to a piece of maneuver in Industry 4.0
The categorization of the four Industrial Revolutions in Brazil was the axis chosen for reading the current Brazilian scenario regarding the connection between the movements of Industry 4.0 and Education 4.0
Summary
The nickname “Industry 4.0” was created by the German government in 2011 to highlight the use of high technology in German industry (Herman et al, 2015), with reflections on automation, control, information technology, applied to Production processes. Subjectivity, as a process of constitution of the psyche, allows man to appropriate the productions of humanity from certain life conditions and the development of unique individuals (Silva, 2009). It must be recognized and praised, and not diminished in the face of technological innovations. In this sense, human subjectivity contemplates idiographic (individual aspect) and nomothetic (generalizable aspect) aspects, respects both singularity, particularity and universality. For this decision-making, we need to reflect on who we are and what world we want
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