Abstract
<p class="apa">This paper analyzes the extension of the right to secondary education in Brazil. Currently, the debate on secondary education has been intensified in civil society highlighting the problem of the reason of its precarious offer, not to mention a significant proportion of young people and adults who have not finished this level of schooling. Opinions vary on how the offer to secondary education should be held: while a minority believes that schooling should be humanistic and scientific; others support integrated education with a technical certification. Others advocate the separation of secondary professional education. This myriad of projects and programs has invaded the educational systems and schools, a portrait of public action in the education area, divided between republicans and private interests, in the context of disputes between the process of democratization and modernization, guided by the excellence of the performance of the institutions and students. This paper has an essay character produced within the research ‘Innovative High School Program: working conditions and teacher education’ with CNPq funding and during the post-doctoral studies conducted at the École Normale Supèrieure de Lyon/France, with CAPES financial support.</p>
Highlights
Half a century ago, a profound expansion of schooling was processed in the capitalist countries, a process characterized by some scholars as an ‘education revolution’ (Esteve, 2006)
Besides the traditional difficulty of establishing a common educational project, dominated by the private education offer to the ruling class and a plurality of cultural models, segregating education policies deepen the individualization of education pathways. Within this framework of thought, this paper argues that the late process of democratization of Brazil and its education was questioned by the imperative logic of economic and cultural globalization, which founded certain aspects that highlighted the logic of effectiveness, efficiency, focus on achieving the right solution, optimization, priority in a favorable cost/benefit relation and progress
Even without the legal apparatus of the law, access to secondary education underwent strong growth over the period 1988-2007, with a growth rate of 219% (IPEA, 2009), a tendency mobilized by pressure of the increasing access to primary education and by the specific requirements of the work market experienced in the 1990s
Summary
A profound expansion of schooling (and its consequent massification) was processed in the capitalist countries, a process characterized by some scholars as an ‘education revolution’ (Esteve, 2006). Besides the traditional difficulty of establishing a common educational project, dominated by the private education offer to the ruling class and a plurality of cultural models, segregating education policies deepen the individualization of education pathways Within this framework of thought, this paper argues that the late process of democratization of Brazil and its education was questioned by the imperative logic of economic and cultural globalization (recognized as modernization), which founded certain aspects that highlighted the logic of effectiveness, efficiency, focus on achieving the right solution, optimization, priority in a favorable cost/benefit relation and progress. This practice causes limitations in the development of the democratic management experience of the last 25 years of public education
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