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pedagogia da mediocridade: o individualismo e a meritocracia como sendo os valores da escola
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ISBN10: 1479240605
ISBN13: 9781479240609
Publisher: Createspace
Published: Sep 1 2012
Pages: 230
Weight: 0.69
Height: 0.48 Width: 6.00 Depth: 9.00
Language: Portuguese
ISBN13: 9781479240609
Publisher: Createspace
Published: Sep 1 2012
Pages: 230
Weight: 0.69
Height: 0.48 Width: 6.00 Depth: 9.00
Language: Portuguese
(a5, 228 p.) - I
A obsolescência programada - baluarte da globalização e um dos principais fundamentos do mundo Neoliberal e Pós-moderno capitalista - trouxe para a sociedade planetária problemas que ela não soube e não sabe resolver.
Problemas estes relacionados não somente a questões humanas, sociais e econômicas, frente ao Individualismo e à Meritocracia (valores propagados pelo capital), mas também e, sobretudo, problemas ambientais, do mundo fÃsico, consequentes da Mercantilização de todas as coisas, materiais e imateriais; consequentes da busca antiética pelo lucro certo, a qualquer preço.
A obsolescência programada - baluarte da globalização e um dos principais fundamentos do mundo Neoliberal e Pós-moderno capitalista - trouxe para a sociedade planetária problemas que ela não soube e não sabe resolver.
Problemas estes relacionados não somente a questões humanas, sociais e econômicas, frente ao Individualismo e à Meritocracia (valores propagados pelo capital), mas também e, sobretudo, problemas ambientais, do mundo fÃsico, consequentes da Mercantilização de todas as coisas, materiais e imateriais; consequentes da busca antiética pelo lucro certo, a qualquer preço.
Nesse cenário de catástrofes humanas, sociais e ambientais, eis que naturalmente surge e apresenta-se outra catástrofe: a catástrofe da escola. Ou seja, numa era onde se sistematiza e impera a ética do Individualismo e da Meritocracia como sinônimos de justificativa da exclusão pelas elites conservadoras, a escola se torna ideológica na medida em que é especificamente concebida pelo Estado MÃnimo Capitalista como o espaço-tempo antipedagógico onde os preceitos de humanização e emancipação intelectual são abortados, dinamitados e, numa outra via, sistematizado o corolário da exclusão como o seu conteúdo ético-pedagógico.
II
A globalização Neoliberal, ao mesmo tempo em que trouxe a possibilidade de mostrar os diferentes e/ou à s diferenças culturais planetárias, em seus diferentes povos, por outro lado, associada à s polÃticas capitalistas de expansão de mercados consumidores, paradoxalmente potencializou o desenvolvimento do individualismo, do consumismo, do hedonismo antivirtuoso, do narcisismo, dos genocÃdios, do xenofobismo e dos nacionalismos, levando as sociedades do capital para longe da capacidade de coexistir, tolerar e respeitar à s diferenças.
Nesse sentido, a desumanização imperou como conteúdo ético capitalista em escala global, sob a insÃgnia de repúblicas democráticas capitalistas, comparadas à democracia Ateniense, do mundo Grego, onde aproximadamente noventa por cento dos habitantes não eram considerados cidadãos plenos e, portanto, não participavam dos rumos e/ou decisões da polis, por questões nacionalistas, de autoctonia, anticosmopolitas, sendo estas justificadas pela premissa da busca da autopreservação enquanto sociedade.
A volta (enquanto princÃpios e valores) a esse neonacionalismo xenófobo, exacerbado e centrado em si, de glória do eu mesmo e de desprestÃgio do outro (por meio dessa Globalização Neoliberal Capitalista) entrou pelas veias dos diferentes povos, como uma espécie de chip da ignorância contra os diferentes e as diferenças; contra os estrangeiros, ou seja, contra os ditos estranhos, contra os ditos inimigos potenciais, contra os não Eus que, pela globalização, passaram a ter que enxergar, sistematizando-se a sociedade dos mesmos, transformando, pela coação, pela dita educação, socialização ou coerção, o outro no mesmo.
PrincÃpios de sustentabilidade, biodiversidade, educação ambiental, tolerância e respeito à s diferenças passaram então a ser perseguidos como ideais biófilos por uma pequena parcela social e, em outra, por parte dos capitalistas, tentando mascarar suas reais responsabilidades, jogando a solução desses problemas para a sociedade, sabendo-se que a mesma não tem condições de resolvê-los.
Redefinições no caráter da educação, no papel da escola, e também no que diz respeito à função social do professor, passaram a soar como imperativo, na medida em que a condição humana desumanizada passou a ser percebida como um produto da sociedade do capital, demonstrando a impotência da escola no enfrentamento desse problema.
II
A globalização Neoliberal, ao mesmo tempo em que trouxe a possibilidade de mostrar os diferentes e/ou à s diferenças culturais planetárias, em seus diferentes povos, por outro lado, associada à s polÃticas capitalistas de expansão de mercados consumidores, paradoxalmente potencializou o desenvolvimento do individualismo, do consumismo, do hedonismo antivirtuoso, do narcisismo, dos genocÃdios, do xenofobismo e dos nacionalismos, levando as sociedades do capital para longe da capacidade de coexistir, tolerar e respeitar à s diferenças.
Nesse sentido, a desumanização imperou como conteúdo ético capitalista em escala global, sob a insÃgnia de repúblicas democráticas capitalistas, comparadas à democracia Ateniense, do mundo Grego, onde aproximadamente noventa por cento dos habitantes não eram considerados cidadãos plenos e, portanto, não participavam dos rumos e/ou decisões da polis, por questões nacionalistas, de autoctonia, anticosmopolitas, sendo estas justificadas pela premissa da busca da autopreservação enquanto sociedade.
A volta (enquanto princÃpios e valores) a esse neonacionalismo xenófobo, exacerbado e centrado em si, de glória do eu mesmo e de desprestÃgio do outro (por meio dessa Globalização Neoliberal Capitalista) entrou pelas veias dos diferentes povos, como uma espécie de chip da ignorância contra os diferentes e as diferenças; contra os estrangeiros, ou seja, contra os ditos estranhos, contra os ditos inimigos potenciais, contra os não Eus que, pela globalização, passaram a ter que enxergar, sistematizando-se a sociedade dos mesmos, transformando, pela coação, pela dita educação, socialização ou coerção, o outro no mesmo.
PrincÃpios de sustentabilidade, biodiversidade, educação ambiental, tolerância e respeito à s diferenças passaram então a ser perseguidos como ideais biófilos por uma pequena parcela social e, em outra, por parte dos capitalistas, tentando mascarar suas reais responsabilidades, jogando a solução desses problemas para a sociedade, sabendo-se que a mesma não tem condições de resolvê-los.
Redefinições no caráter da educação, no papel da escola, e também no que diz respeito à função social do professor, passaram a soar como imperativo, na medida em que a condição humana desumanizada passou a ser percebida como um produto da sociedade do capital, demonstrando a impotência da escola no enfrentamento desse problema.
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