Revista Amazônida: Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas

EDUCAÇÃO, ESTADO AMPLIADO E HEGEMONIAS

Adriana Medeiros Farias, Olinda Evangelista — Fri, 29 Aug 2025 00:00:00 +0000

O Dossiê Educação, Estado Ampliado e Hegemonias, publicado pela Revista Amazônida, reuniu pesquisas produzidas no campo da educação que estudaram a atuação da burguesia empresarial na definição de políticas educacionais. O Grupo de Pesquisa em Educação, Estado Ampliado e Hegemonias (GPEH), da Universidade Estadual de Londrina (UEL), tem organizado, ao longo dos últimos cinco anos, seminários para debater estudos, pesquisas concluídas ou em andamento, na graduação e na pós-graduação, a respeito das formas de dominação das classes e frações burguesas, por meio de Aparelhos Privados de Hegemonia empresariais (APHEs), com alcance nacional e internacional. Observa-se o crescente interesse de Grupos de Pesquisa brasileiros pelo assunto e o aumento da produção científica que tem se ocupado dos problemas que assolam a educação pública. No ano de 2024, o V Seminário do GPEH, Educação, Estado Ampliado e Hegemonias: qual democracia? recebeu trabalhos expressivos (no formato de resumo expandido) que foram publicados nos Anais do evento e indicaram este crescimento.

LIFELONG LEARNING IN THE CONTEXT OF THE WORLD EDUCATION CONFERENCES AND ITS DETERMINATIONS IN ADULT EDUCATION POLICY IN BRAZIL

Giovan Nonato Rodrigues Soriano, Paolo Di Rienzo — Sat, 30 Aug 2025 00:00:00 +0000

The issue of Youth and Adult Education (EJA) is increasingly linked to the concept of lifelong learning, due to the incorporation of international guidelines into the national legal framework and educational policies. This article analyzes how the concept of lifelong learning has become hegemonic in the reports of the International Conferences on Adult Education (CONFINTEA) and its impacts on the regulatory frameworks and the structure of EJA in Brazil. The research, based on historical-dialectical materialism, combines bibliographic review and documentary analysis of international guidelines and legislation related to EJA. It concludes that the education proposed for youth and adults has lost its holistic character in school settings, being replaced by a conception of lifelong learning focused on the economic aspect, understood as continuous updating for the labor market. This responsibility falls mainly on individuals, and its provision is directed to the private sector, which serves its ideological and economic interests.

EXPANDED STATE AND BOURGEOIS HEGEMONY: EXPANDED STATE AND BOURGEOIS HEGEMONY: THE ROBERTO MARINHO FOUNDATION AND THE CONSTRUCTION OF THE CAPITALIST CONSENSUS

Otávio Augusto Cunha — Fri, 29 Aug 2025 00:00:00 +0000

The aim of this work is a critical analysis of bourgeois domination in Brazilian society. To this end, the Gramscian concept of the Expanded State is considered an important methodological tool for understanding reality. We will thus try to point out how the Roberto Marinho Foundation (FRM), owned by the Globo Organizations, acts as a true private apparatus of corporate hegemony. We believe that it is impossible to dissociate the foundation's objectives from the interests of the owners of Brazil's largest corporate media complex, since the FRM's projects and links can demonstrate that its objectives are directly linked to dominant corporate values. The social function exercised by an organization like the FRM can be understood as a bourgeois strategy whose objectives are to reconfigure the role of the state for the private appropriation of public resources, to propagate privatist ideology and, above all, to educate society's consensus for the reproduction of the capital order

APARELHOS PRIVADOS DE HEGEMONIA, PROGRAMA BAIRRO EDUCADOR E POLÍTICAS PÚBLICAS EDUCACIONAIS EM FLORIANÓPOLIS/SC

Rebeca Torres Taveira, Mauro Titton — Fri, 29 Aug 2025 00:00:00 +0000

Este trabalho objetiva analisar a expansão da atuação das Organizações da Sociedade Civil (OSC), por nós compreendidas conceitualmente como Aparelhos Privados de Hegemonia (APHs), na oferta e gestão de políticas públicas educacionais, no contexto da cidade de Florianópolis/SC, considerando a educação como Direito Social. Analisaremos a implementação de uma política pública educacional que ocorre mediante a concessão da oferta de atividades e da gestão à uma OSC. Para tanto, assumimos como objeto de investigação o “Programa Bairro Educador”, implementado em 2019, descrito como espaço de educação não formal. Destacamos aqui o conveniamento do município com a Associação Internacional das Cidades Educadoras, entidade com sede em Barcelona, Espanha, como um elemento importante para a análise acerca da elaboração da política pública à medida que Florianópolis necessita, segundo a gestão da Prefeitura Municipal (2023), adequar-se aos parâmetros da organização para qualificar-se como “Cidade Educadora”. Realizamos pesquisa de caráter documental, examinando a documentação municipal regulamentadora, a documentação referente à prestação de contas da OSC Instituto Escola de Esporte Cidadã, responsável por sua gestão, e os seus documentos norteadores, todos cotejados com referenciais teóricos gramscianos e com autores que tratam da reforma de Estado no Brasil a partir de 1996, reforma essa que implicou na instituição de uma nova lógica na elaboração de políticas para a educação. Ademais, consideramos a legislação regulamentadora da atuação de organizações privadas burguesas na formulação e execução de políticas públicas voltadas ao atendimento dos direitos sociais. Identificamos, ao longo da produção deste trabalho, os avanços, em âmbito municipal, de projetos de caráter privatista, privilegiando as parcerias público-privadas que vêm implicando no processo de desescolarização e refuncionalização da educação pública.

THE EXPANDED STATE, RURAL CORPORATIST UNIONISM IN BRAZIL, AND THE FORMATION OF THE RURAL WORKING CLASS: ON THE DISPUTE OVER THE NATIONAL RURAL APPRENTICESHIP SERVICE (SENAR)

Rita de Cássia Gomes Nascimento — Fri, 29 Aug 2025 00:00:00 +0000

This study is part of a doctoral dissertation in History (PPGH/UFF), entitled “State, Class Struggle, and Rural Education: the National Confederation of Agriculture and Livestock (CNA) and the National Confederation of Agricultural Workers (CONTAG) (1991–2013),” funded by the Foundation for Research Support of the State of Maranhão (FAPEMA). It aims to examine the dispute between the CNA and CONTAG over the control of the National Rural Apprenticeship Service (SENAR). This struggle involves Private Apparatuses of Hegemony (APH) belonging to antagonistic classes (agrarian fractions and the rural working class) for leadership and control of SENAR, an agency that has been involved in rural worker training since the 1970s. This process did not unfold consensually or harmoniously; from the decision point and throughout the first decade of the 2000s, signs of resistance and attempts by CONTAG to reverse CNA’s administrative and pedagogical monopoly over SENAR can be identified. Various sources were consulted, including documents from the National Archives, files from the National Information Service, newspapers, decrees and congressional records from the 1970s to the 1990s, as well as SENAR-specific documents such as internal regulations (1976, 1991, 2013), and instructional and educational materials. Methodologically, the analysis is guided by Antonio Gramsci’s theoretical framework, particularly the categories of Expanded State, Private Apparatuses of Hegemony, and the struggle for the consensus and consent of the subalterns.

ENSINA BRASIL: UMA PROPOSTA EMPRESARIAL PARA A INTRODUÇÃO DE PROFESSORES NA SALA DE AULA

Lisia Nicoliello Cariello — Fri, 29 Aug 2025 00:00:00 +0000

O artigo analisa o Programa Ensina Brasil como uma iniciativa inserida no projeto de construção de hegemonia do Conglomerado Lemann. Com base na teoria gramsciana, o estudo identifica o programa como um aparelho privado de hegemonia que reproduz no Brasil o modelo internacional Teach For All e que promove a mercantilização da educação pública sob o discurso de inovação e formação de lideranças. O Ensina Brasil recruta jovens talentos, majoritariamente sem formação, para atuar temporariamente em escolas públicas, transferindo para os professores a responsabilidade por problemas estruturais da educação. Além de precarizar o trabalho docente (com contratos temporários e desvinculação territorial), o programa forma uma rede de egressos que ocupam cargos estratégicos em organizações empresariais e fundações ligadas ao Conglomerado, consolidando sua influência sobre políticas públicas. A análise revela como o modelo, ao se apresentar como solução técnica e meritocrática, mascara interesses de classe, universalizando interesses da classe dominante. Conclui-se que o Ensina Brasil não é apenas uma iniciativa educacional, mas um instrumento de reprodução da dominação da classe e da fração de classe dominante ligada à Lemann e seus sócios.

ESPÍRITO SANTO YOUTH REFERENCE CENTERS (CRJ): PRIORITIES OF ESTADO PRESENTE

Sat, 30 Aug 2025 00:00:00 +0000

The Youth Reference Centers (CRJ) emerged in mid-2021/2022, linked to the Present State Program: Citizen Security in Espírito Santo, with funding from the Inter-American Development Bank (IDB). There are fourteen Centers managed by Private Hegemony Apparatuses (APHs) and focused on serving young people living in areas on the urban periphery. In this study, we conducted documentary research to map the CRJs and the APHs that manage them and reconfigure their educational content. It was possible to note the approximation of public security policies in the state (prison expansion, socio-educational and police reform) with “crime prevention” policies, as part of the same territorialized intervention platform. This process reaffirms the need for studies that address the educational function that punitive systems have been developing in their most updated forms, related to the current phase of financialization of the economy.

PLATAFORMIZAÇÃO DA EDUCAÇÃO NO PARANÁ: IMPLICAÇÕES PARA A GESTÃO DEMOCRÁTICA

Beatriz Barbosa de Matos, Edineia Fatima Navarro Chilante — Fri, 29 Aug 2025 00:00:00 +0000

This work analyzes the implications of corporate management practices mediated through digital platforms in teaching and learning processes, focusing on the implementation of democratic management in public schools in Paraná from 2019 to 2024. The choice of this theme is justified by the growing relevance of standardization and centralization in pursuit of efficiency, in accordance with the State's role in education as established in the 1988 Constitution and the National Education Guidelines and Framework Law (LDB) of 1996. The research was conducted through a qualitative study using documentary and bibliographic approaches. The study examines how guidelines from the Paraná State Department of Education (Seed-Pr) have been used as control tools over teaching work and school management, as well as the effects on pedagogical work organization and the principle of democratic management. In the first part, the principles of democratic management as expressed in normative documents are presented, along with their relevance to the right to education. Next, the organization of education in Paraná is discussed, emphasizing the use of digital platforms to improve educational indicators. Finally, we analyze how digital tools and platforms can enhance neoliberal ideology and hinder the implementation of democratic management principles in schools. The results indicate that corporate management practices may compromise teacher autonomy and democratic principles in education, raising questions about the effectiveness of implemented policies.

EDUCATIONAL PLATFORMS OF THE STATE GOVERNMENT OF PARANÁ

Débora Lauane Luz, Juliana Pereira Zaqui, Adriana Medeiros Farias — Fri, 29 Aug 2025 00:00:00 +0000

The platformization of basic education, as part of a strategic plan to align education with the interests of capital, is the initial premise of this study. The research examined, within the broader process of the subordination of education to capital, the bourgeois influence in what is referred to as the process of the corporatization of public education, aimed at expanding mercantile interests in the field of education to extract greater profit. The topic was investigated through the research project entitled “Education policies and the forms of corporatization of public school education,” within the Research Group on Education, Expanded State, and Hegemonies (GPEH) at the State University of Londrina (UEL). In this context, this article aims to present partial results of the study, which identified and analyzed corporate activity, through Private Entrepreneurial Apparatuses of Hegemony (PEAH), in the use of educational platforms for basic education in the public school system of Paraná, Brazil, from 2019 to 2025. The research is grounded in historical-dialectical materialism, chosen to provide theoretical and methodological substance to the qualitative research of a documentary-bibliographic nature, developed from classical Marxist and Gramscian references and their interpreters. It was concluded that technologies (connectivity, platforms, and apps) are being used as products and services to expand capital’s interests through educational counter-reforms. This process has directly impacted teaching and school management practices, causing a loss of autonomy, increased coercion over teaching work, and the transformation of education into a commodity.