A dialética da produção e da reprodução na educação escolar: contributos para uma transformação pela vida cotidiana

Abstract

In addition to the concern of work and production conditions, criticism of capitalist social formation must turn to the reproduction of the relations of production, as there is no mode of production that can dispense with consideration of its conditions of permanence over historical time. Reproduction is a phenomenon that occurs at the level of everyday life, considered the substratum of social life, from which all human productions and works emerge, alienated or disalienated, alienating or disalienating. A revolutionary process will only occur through the discontinuity of capitalist reproduction and the production of a new society, which will emerge from everyday life. In turn, education constitutes one of the ways through which the transformation of society can occur. Therefore, it is necessary that an educational proposal based on dialectical and historical materialism also assumes the insertion in its theorization of a new vision on reproduction and on everyday life. This research has a conceptual character, that is, it focuses on working with already systematized concepts and categories that reveal reality of public education. The thesis defended here is that school education is a reproductive social instance par excellence, vital to the reproduction of capitalist relations of production, and cannot be easily co-opted by revolutionary forces. It is in this way that we are confronted with the research problem of how to overcome the reproductive character of capitalist school education. To this end, we set the objective of demonstrating that the transformation of school education depends on the transformation of society, which can only occur by centralizing the transformative role of everyday life. We will seek to work on the meaning of social transformation for school education, thinking about how reproduction is related to everyday life which, in turn, cannot continue to be understood as a mere pragmatic and empirical activity, whose functionality to social transformation is limited to its supersumption. We seek to contribute with this research to the collective construction of a counter-hegemonic pedagogical theory, with a scientific socialist character, which seeks to produce a social space favorable to the transformation and compatible with a socialist transition.