| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.92 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Nunca como hoje a actividade educativa foi chamada a desempenhar um papel
estratégico de primeira linha na vida económica das sociedades, como factor decisivo da
sua modernização e da sua competitividade. Os sistemas educativos são incumbidos do mandato
de acompanhar, na formação dos seus utentes, as rápidas mudanças económicas e
tecnológicas do presente, ao mesmo tempo que se reconhece serem os mesmos incapazes
de o fazer sem que sofram profundas reestruturações, as quais vão no sentido de diluir
progressivamente a separação entre educação e formação e de pautar a actividade educativa
por critérios de produtividade e racionalidade. Declarando-se impotentes para gerir por si
sós esta mudança e num contexto de crise do chamado Estado-Providência, os governos
concentram esforços na construção de mercados educativos com o concurso dos quais e
sob regulação do Estado se espera vir a resolver esse mesmo problema- Onde existem
mercados educativos em expansão existe também uma indústria educativa em expansão, à
qual afluem os capitais em busca de aplicações lucrativas. Com o apoio das chamadas
novas tecnologias da informação, toma-se pela primeira vez possível produzir e vender
bens e serviços educativos em grande quantidade, de forma diferenciada e a baixo custo, e
os sistemas educativos actuais tomam-se um entrave ao desenvolvimento das chamadas
indústrias da educação e do conhecimento. A empresarialização e a privatização das escolas,
bem como as tentativas de integração dos sistemas educativos nos circuitos mundiais de
produção, distribuição e venda dos produtos daquelas indústrias, são duas consequências
previsíveis deste estado de coisas. De assunto público de interesse prioritário, a educação
passa progressivamente a assunto de interesse privado. Isto vem colocar o problema das
implicações destas mudanças na própria natureza da actividade educativa e nas atribuições
que até aqui lhe têm estado confiadas no quadro das funções de acumulação, legitimação e
controlo do Estado nas sociedades actuais.
Never like today has education been charged with the mission of making societies competitive in a globalized world. Education systems have got as mandate the responsibility of training students in order to follow the economic and technological changes, in spite of common recognition of their mispreparation for doing it well. Restructuration is thus imperative and it is accomplished in a progressive narrowing of the gap between education and training, as well as introducing in educative institutions rigid forms of management based upon rentability and rationality. In a context of crisis of socalled Wellfare State and declaring themselves unable to handle such radical change, govemments concentrate efforts upon the construction of education markets, with which and relying on the regulatory role of the state, could that problem be settled. Expansible education markets imply expansible education industry and both attract financial capital looking for good profits. With the support of new information technologies is possible for the first time to produce and sell knowledge industrially and profitably. Education systems act in this context as impediments to the education and knowledge industries development. Two consequences of this situation are schools privatisation and schoolsenterprise transformation, as well as the integration of education systems in the information global distribution circuits. Usually considered a public matter, education transforms itself into a private one. The consequences are dramatic, both in the very nature of educational activity as to its role in the context of state functions of accumulation, legitimation and social control in our societies.
Never like today has education been charged with the mission of making societies competitive in a globalized world. Education systems have got as mandate the responsibility of training students in order to follow the economic and technological changes, in spite of common recognition of their mispreparation for doing it well. Restructuration is thus imperative and it is accomplished in a progressive narrowing of the gap between education and training, as well as introducing in educative institutions rigid forms of management based upon rentability and rationality. In a context of crisis of socalled Wellfare State and declaring themselves unable to handle such radical change, govemments concentrate efforts upon the construction of education markets, with which and relying on the regulatory role of the state, could that problem be settled. Expansible education markets imply expansible education industry and both attract financial capital looking for good profits. With the support of new information technologies is possible for the first time to produce and sell knowledge industrially and profitably. Education systems act in this context as impediments to the education and knowledge industries development. Two consequences of this situation are schools privatisation and schoolsenterprise transformation, as well as the integration of education systems in the information global distribution circuits. Usually considered a public matter, education transforms itself into a private one. The consequences are dramatic, both in the very nature of educational activity as to its role in the context of state functions of accumulation, legitimation and social control in our societies.
Description
Mestrado em Sistemas Sócio-organízacionaís da Actividade Económica
Keywords
Educação Desenvolvimento económico Competitividade Novas tecnologias Mercados educativos Indústria educativa Education Economic development Education markets Education industry
Pedagogical Context
Citation
Nunes, Leopoldo Mesquita (1998). " A educação e o desenvolvimento económico. Natureza presente de uma relação". Dissertação de Mestrado. Universidade Técnica de Lisboa. Instituto Superior de Economia e Gestão.
Publisher
ISEG