A educacao formal oferecida pelas escolas publicas estaduais paulistas, em seus niveis fundamental II e medio, sofre com inumeros problemas para se realizar plenamente. Acreditamos que o principal deles seja a incidencia da perversa logica industrial e de mercado sobre o comportamento dos alunos quando estao fora daquela instituicao publica. Tendo seu inicio no periodo a que se convencionou denominar ? ?modernidade ? ?, a logica da maxima eficiencia em conseguir o maior ganho no menor espaco de tempo possivel atingiu a totalidade das relacoes sociais no mundo contemporâneo e se utilizou da tecnica e da ciencia para lograr esse objetivo. A configuracao economica erigida pelas relacoes de producao capitalistas produziu um ambiente onde a tecnica, transformada em instrumento, objetos e padrao na forma de agir, molda o comportamento dos seres humanos viventes de modo a facilitar atividades cotidianas: reduzindo etapas, diminuindo a necessidade de um pensamento complexo e elaborado para realiza-las e instaurando um automatismo. Alem disso, a aceleracao do ritmo de producao das fabricas ultrapassou seus muros e atingiu a vida dos seres humanos fora dela criando um clima social e cultural de alta velocidade. Nosso objetivo e demonstrar que este e um cenario propicio para tornar a educacao formal desinteressante, pois desnecessaria, ja que o comportamento irrefletido e, portanto, apenas de submissao e adaptacao, e o exigido socialmente da maioria dos seres humanos – em especial, os jovens. A conclusao a que chegamos e a de que o clima cultural produzido pela formacao social e totalmente avesso ao necessario para a educacao formal. Palavras-chave : educacao formal, razao instrumental, tecnica, sistema produtor de mercadorias Abstract Technique, modernity and public formal education The formal education provided by the Sao Paulo state public schools in their levels II and basic medium, suffers from many problems to complete. We believe that the main of them are coming from industrial and perverse logic of the market that dominates the contemporary world. Since its beginning in the period to which may be called modernity, this logic, the maximum efficiency in achieving the greatest gains in the shortest time possible, reached all the social relations in the contemporary world and is used in technology and science to achieve this goal. The configuration erected by the economic relations of capitalist production, in order to achieve its movement of reproduction, built an environment where the technique, transformed into a tool, object technology and form of action, shapes the behavior of human beings living in order to facilitate daily activities: reducing steps, creating patterns to perform them and reducing the need for complex thinking and prepared. Moreover, the acceleration of the pace of production from factories exceeded its walls and reached the lives of humans outside creating a climate of social and cultural high speed. Our goal is to demonstrate that this is a scenario which to make formal education uninteresting, as unnecessary, since the behavior is reckless required that the majority of human beings - especially the young. The conclusion we reached is that, for formal education, thought, reflection - and the slow pace to chisel both - is fundamental, but the actual human being has great potential to become totally averse to them. Key words : formal education, instrumental reason, technology, goods-producing system
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