Educação, cultura e formação humana : reflexões sobre o sentido da escola

Abstract

The present article discusses correlations between education, culture and human qualification. In this sense, it intends to reflect and understand such concepts, the origins and the way these were thought by the Greeks, the historical, social and cultural movements that influenced them and altered their nature and finality. It questions the conception of formal education, culture and school nowadays. It is a theoretical research of historical and philosophical kind, based on bibliographical study, such as Jaeger (2013), Cambi (1999), Chauí (2002, 2006, 2014, 2021, 2022), Coelho (2009, 2012, 2016), Cunha (1978, 2005, 2016, 2022), Almeida (2013, 2019), among others. It is meant to demonstrate the historical transformations, the rationalization and the cultural secularization, as well as the implications of this movement in the development of society and its institutions, especially the modern school, that transforms itself into a utilitarian way for the economical demands. From the Modern Era, with advances in the development of science and technology, the school begins to attend to market demands, performing such as commercial organizations, that are concerned about results and evaluations, relegating the sense, the human formation. By acting in an institutionalized way, it becomes a service to which value is attributed, and it is offered for some only. In this sense, the conception of democracy is presented, as a way of existing, allowing one to comprehend the present mistakes in a neoliberal society that promises equality of opportunity, but acts by the exclusion of fundamental rights. to evidence the school and education ́s origin and sense of existence, that, if committed to the intellectual formation, intends the overcoming of what is institutionalized, enlarging the possibilities of thinking, liberty and creativity.