The reform of high school in the light of the marcusean critical theory

Abstract

In times of high school reform, the objective of this article is to address the problems arising from the overvaluation of education for work, considering the transformation of human rationality into technological rationality. Education for work paves the way for a new technicality to the detriment of an emancipatory proposal of student formation. The Critical Theory of the Frankfurtian philosopher Herbert Marcuse exposes concerns regarding the development of technique and technology that serve to highlight the contradictions experienced by Brazilian education. Historical and dialectical materialism was constituted as a method for analyzing these contradictions produced by social dynamics and its influences on education, notably in the National Curricular Parameters (NCPs) and in the proposal for the reform of secondary education exposed in the portal of the Ministry of Education. The debate involves the idea of emancipation in the educational context and the possible restitution of critical reason in favor of free development of human faculties.