The Future of Education
From School to Work: The Skills as an Articulating Shaft
Joselaine Andréia de Godoy Stênico, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP Campus Rio Claro/São Paulo (Brazil)
Marcela Soares Polato Paes, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP Campus Rio Claro/São Paulo (Brazil)
Joyce Mary Adam, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP Campus Rio Claro/São Paulo (Brazil)
Abstract
This paper investigates how the development of skills is considered a condition for access to employment and citizenship in the context of Brazilian society. Currently, the term "skills" is widely used in the educational field and is becoming a prime objective to be pursued in high school.
The transformations in the world of work require new educational practices, demanding new learnings and requalifications listed to answer a more flexible model of production which can only occur from the acquisition of "skills", capable of developing in the individual great potential of analysis, fast responses, creativity, clear and accurate communication, evaluate procedures, face permanent changes and others.
The speech is clear: the school organized from the skills of pedagogy can better prepare students for access to employment and citizenship. However, the benefits of skills are more consistent with the needs of business community than properly to the worker, because from specific skills can effectively carry a role in economic activity with the emergence of the multifunctional employee, but hides a perverse form of exploitation with the end of specialist.
Starting from these assumptions, the paper discusses, more specifically, the skills as an articulating axis to insert young people in the labor market and as its fundamental objective of Brazilian public schools, then, the research analyzes the consequences of an education guided from pedagogies of skills. To achieve these objectives, the article assumes the qualitative approach, guided by theoretical reflections from a bibliographic research.
Among the results, it is noteworthy that the Brazilian educational field is afflicted by business interventions and, therefore, the whole school organization must meet the needs of business to develop the neoliberal capitalism, moreover, the school formation of young Brazilians must encompass multiple tasks or skills required by the labor market. Finally, it was also observed that gradually the Brazilian educational field adopts strategies of reformers business in an attempt to inculcate the speech that the educational failures may impact on the whole economy.
