Educational crisis and schools affected by market logic: some notes on teaching and learning in the classroom

Abstract

This essay aims to discuss teaching and learning in schools influenced by market logic. It establishes the paradox of subjects who are present in the classroom space, but completely absent to critically think about the world in which they live, through the bias of life experience associated with school culture. Therefore, this study is justified in the sense of analyzing the various contradictions of school educational activity, which functions in the hegemonic propositions of capital in only informing the subjects. Within the scope of this formation, individuals find themselves deprived of narratives of school culture linked to the desire to know. In methodological terms, this discussion about the crisis in education is approached through the bias of psychoanalytic concepts and, primarily, through critical theory in the field of Philosophy of Education. Our conclusion points to the relevance of discussing the precariousness of classroom activities, as a project of the reproduction of capital which disqualifies the workforce in the formation of individuals as intellectuals. The function of the subject as an intellectual would be the condition of resuming critical discursive narratives as a form of resistance to the annulment of the lived experience that institutes the crisis in education.