kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.3.04HKWXYEkvmolur-38Research ArticleСтатьиОбразование как отражение традицийEducation As a Reflection of Traditionhttps://orcid.org/0000-0002-7571-0977МаркесЛ. А.MarquesL. A.

Лусио Альваро Маркес

Убераба, Бразилия

Lúcio Álvaro Marques 

Uberaba, Brazil

lucio.marques@uftm.edu.brФедеральный университет Триангуло МинейроБразилияFederal University of Triângulo MineiroBrazil2024280920251934455Copyright © Маркес Л.А., 20252025Маркес Л.А.Marques L.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/38

История Бразилии делится на три периода: колониальный (1500-1822), имперский (1822-1889) и республиканский (с 1889 года по настоящее время). С 2015 по 2024 год в Бразилии существовали различные определения того, что такое «образование». Данное исследование обращено к концепциям образования, представленным Дилмой Русеф в ее Послании Национальному конгрессу (2015) и в Национальной общей базе учебных программ (BNCC, 2017), а также Жаиром Болсонару в его Послании Национальному конгрессу (2019), то есть к формам гуманистического, техницистского и элитарного образования. Кроме того, в работе представлен анализ двух бразильских «неопубликованных документов» – «Compendium Philosophicum» (1756) и «Offended and defended Slavery» (1840) – как примеров образования, основанного на инновациях и социальных обязательствах. Автор даёт критическое прочтение элитарных и техницистских форм, обосновывает преимущества критического и эмансипаторного образования, которые способны удовлетворить потребности современного мира [1] в производстве знаний в глобальном масштабе с симметрией, взаимностью и признанием; [2] в образовании как действии, преобразующем человека; [3] в знаниях и образовании как основе для включения в общество и для преодоления социального неравенства.

The history of Brazil is divided into three periods: colonial (1500-1822), imperial (1822-1889), and republican (1889 to the present). From 2015 at 2024, there have been distinct definitions of what “education” is in Brazil. Therefore, I will examine the concepts of education presented by Dilma Rousseff in her  Message to the National Congress  (2015), by the National Common Curricular Base – BNCC, (2017), and by Jair Bolsonaro also in the Message to the National Congress (2019), respectively, focusing on the forms of humanist, technicist and elitist education. Having explained the definitions, I present the analysis of two Brazilian “unpublished documents” – a Compendium Philosophicum  (1756) and Offended and defended Slavery 1840  – as examples of an education based on innovation and social commitment. From them I point out a critical reading of elitist and technicist forms and advocate for critical and emancipatory education, based on three elements: 1) the need to produce knowledge on a global scale with symmetry, reciprocity and recognition, 2) education thought as an action that transforms the human being, and 3) knowledge and education as the basis for the inclusion and overcoming social inequalities.

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The authors declare that there are no conflicts of interest present.