Globalizações, política educacional e pedagogia contra-hegemônica

Abstract

The idea that inexorable hegemonic globalization is the only way to development in the aftermath of the cold war has marked most of the current debate in the academy and in the media, even in the field of education. This article will try to argue for the opposite thesis. In that sense, it corroborates the theses that stand for the existence of diverse possible «globalizations» (Boaventura de Souza Santos, 2002) by verifying the divergences and convergences of the connections between globalization and education, especially those concerned with the deployment of a «world common educational culture» or of a «globally structured educational agenda» (Roger Dale, 2004). It also aims at grasping the resistance to these influences in Brazilian educational policies from 1995 to 2002 (Silva Jr., Dourdo, Azevedo and others, 2002). Finally it argues in favor of the idea of «history as the possibility of the new», trying to underline the condemnations, the answers and the proposals of an education that contributes to counter-hegemonic globalization, using a few of the most important concepts and parameters of the critical pedagogy of Paulo Freire.