Inny Accioly
Inny Accioly , an activist scholar, is a Professor of Education at the Fluminense Federal University, in Brazil. She develops projects focused on connecting university and grassroots movements in Latin America, relating environmental education, anti-racist education, unionism, and indigenous and traditional knowledge. She is a researcher of the “Collective of Studies in Marxism and Education”, the “Group of Studies on Environmental Education Desde el Sur”, and the “Research Laboratory on State, Power, and Education”. She co-edits with Donaldo Macedo the upcoming book “Education, Equality and Justice in the New Normal: Global Responses to the Pandemic” (Bloomsbury).
Address: Brazil
Address: Brazil
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The Chapter analyzes the common sense about the concept of alienation and how it is intentionally related to youth. When discussing the concept of alienation through the lens of Marxism, the text reveals how late stage capitalism complexifies, deepens and reproduces alienation as a way of intensifying labor exploitation. Marx understands four dimensions of alienation in capitalism. The worker is alienated from the object produced by their labor; the set of knowledge comprehended by the different steps of the work process; their most basic characteristic as human beings, that is, creativity in the transformation of nature; alienation from the other human beings and nature. It is thus argued that neoliberal school with standardized and impoverished curriculum performs the function of reproducing alienation aiming at intensifying exploitation of youth labor in an increasingly unstable and precarious labor market.
Documents from the World Bank, IMF, OECD, UN, UNCTAD, UNDP, UNESCO and UNFPA were analyzed in order to systematize the theoretical formulations and the recommendations on educational policies for Mozambique. We also analyzed the
agreements signed by the governments of Brazil and Mozambique during 2004-2015. We identified agreements related to private interests, agreements related to "poverty alleviation" and agreements promoting the restructuring of the Mozambican State. High number of agreements establishes "professional qualification" of State staff, following
the "pedagogy of competences". By combining the analysis of the expropriations provoked by the Brazilian companies in Mozambique to the analysis of the "cooperation agreements", we point out the materiality of the "pedagogical" character of the Brazilian activity in Mozambique: the combination of expropriation and repression assumes a "negative" educational character (teaches how you should not act), while actions for
"poverty alleviation" and education fulfill the "positive" educational function (teaches how to act, diffuses habits and mental dispositions). Finally, we present a thought about education in capital-imperialism times. In our perspective, the unequal integration of the productive forces demands that the peripheric nations’ education policies assume a highly pragmatic character, since in the globalized market, the labor force is incorporated in the list of the country's "comparative advantages" , which can attract
or repel investors. National education systems are restructured according to different demands, concerning the model of development, the type of capital prevailing in the region, the potential for exploitation of natural resources and labor power, and the context of class struggle. In peripheral nations, the conjugation of the positive and negative functions of the educating state becomes increasingly latent. Thus, schools assume the role of providing the minimum education necessary to adapt workers to
unstable market conditions. There are no limits to the precariousness of education, since even the most precarious schools fulfill the function of granting certificates and "disciplining" the working class.