Education for the autonomy and liberation of the working class: educational practices of resistance to the logic imposed by financial capital

Abstract

This article aims to present a critical analysis of Brazilian educational policies, addressing the transformations that have occurred in the educational system and the different resistances to the neoliberal model that has consolidated over recent decades. The analysis considers changes in educational policies from the 1980s to the present, a period during which education in Brazil has been progressively commodified, with school management increasingly guided by principles of efficiency and productivity. This process took place under the strong influence of neoliberal policies structured by countries such as the United States and the United Kingdom, which introduced a technocratic view of school administration and reduced the role of education to a market logic, often disregarding local specificities and needs. In contrast to this model, various forms of resistance have emerged, advocating for a more liberating and dialogical education inspired by Paulo Freire's ideas, which emphasize the active participation of communities in the educational process. A significant example of these resistances is the Landless Workers' Movement (MST), which develops educational practices specifically for rural communities, proposing an education that considers local realities and promotes social emancipation, in contrast to the technocratic and standardized approach imposed by neoliberalism.