PRIVILÉGIOS COMPRADOS, SEGREGAÇÃO EDUCACIONAL, STATUS E PRIVILÉGIO: PAPEL E FUNÇÕES DAS ESCOLAS DE ELITE E CURRÍCULO ACADÊMICO EM RELAÇÃO À IGUALDADE E JUSTIÇA EDUCACIONAL
DOI:
https://doi.org/10.23925/1809-3876.2019v17i3p804-826Palavras-chave:
Currículo, Escolas de elite, Justiça social, Currículo acadêmico, Igualdade educacional.Resumo
A educação dos pobres, usualmente, é objeto de políticas de educação global para uma sociedade mais justa, igualitária, efetiva e produtiva. Contudo, de acordo com o presente artigo, os reais problemas nesses aspectos não são sobre a educação dos pobres, tanto quanto são os das classes sociais elevadas e elites globais, cuja herança do poder social, cultural e econômico está garantida, em parte, de maneira direta, e de outra parte, através da reprodução de valores da cultura burguesa na educação escolar da elite, assumida sua suposta superioridade e seu código educacional: primeiro na educação básica e em seus currículos, e depois na educação superior. Escolas e seus currículos são o foco deste artigo. Utilizando análises etnográficas e meta-etnográficas, é apresentada a compreensão de uma relação bidirecional entre a lógica de escolarização da elite e as perigosas polarizações de valor que podem se desenvolver por meio da segregação social e acadêmica. Também, é feita uma crítica da diferenciação, segregação e socialização educacional que têm sido realizadas pelas escolas de elite, em termos de como essas escolas fornecem acesso distorcido ao conhecimento e a posições sociais futuras para crianças das classes dominantes, de forma a contrabalançar a meritocracia e a eficiência educacional, produzindo conceitos preocupantes sobre o valor do “eu” e do “Outro” entre os estudantes, com efeitos significativos sobre o futuro da democracia.Referências
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