FINALIDADES EDUCATIVAS ESCOLARES NA POLÍTICA EDUCACIONAL BRASILEIRA E ORGANISMOS INTERNACIONAIS: A QUESTÃO DA QUALIDADE DE ENSINO

Abstract

The main objective of this dissertation was to analyse some educational purposes of school in documents that define policies and guidelines of national education in connections to doctrinal and strategic orientations of international organizations, especially the World Bank and Unesco, in order to understand its impact on social quality of education. This study consisted of bibliographic research based on documents produced by the World Bank and Unesco, and official documents of Brazilian Ministry of Education. The analyses and conclusions presented in this work were made by several authors, such as Dermeval Saviani, Gaudêncio Frigotto, José Carlos Libâneo, Yves Lenoir, Olinda Evangelista, Eneida Shiroma, Roberto Leher, António Nóvoa and José Gimeno Sacristan. In the course of the research, connections between the guidelines of international organizations, neoliberalism and globalization movement, and their consequences in the formulation of educational policies, especially in emerging countries were found. Thus, the definition of educational purposes is subordinated to the process of internationalization of educational policies in which education is tied exclusively to the interests of the economy and the market.The sense of quality in education is related, thereby, to the criteria of effectiveness of globalized market. From the analysis of the documents and with the support of other researches on the subject on focus, it was possible to verify that one of the role of public policies for education is to enable the insertion of population socially vulnerable to the labor market. To this end, programs for the poverty reduction are instituted, a result-based knowledge and skills curriculum that aims an incorporation of the less favored classes in society. Thus, such educational purposes, once incorporated into educational policies, school education planning, curricula, school functioning, and teachers' work, project a utilitarian sense of quality, restricted to the satisfaction of immediate, distant needs, far from the sense of social and cultural quality, aiming human emancipation.