Um novo cenário de atraso e destruição na formação de nível médio no Brasil
Trabalho, Educação e Saúde
Educação e Saúde, we cannot shy away from registering the dramatically negative impact the proposals will have, especially when looked at from the viewpoint of the national scene. The Middle Level PM -published without having gone through an extensive, capillary and democratic discussion process with society and, in particular, educators -points to a set of changes that will produce an educational reality that opposes not only the social horizon of unitary and holistic human training, but also
... training, but also the historic achievement of free public education for the Brazilian nation. Our criticism is based on the vast literature there is on the relationship between labor and education, produced by the Brazilian university, and on the complex history of public policies aimed at training young people in Brazil; it is also supported by the robust set of discussions and national initiatives aimed at qualified and socially relevant training of health workers over the years. It is inevitable to note that such studies, analyses, and research projects have been getting, in Trabalho, Educação e Saúde, from its first edition, prime editorial space for publicity and circulation -constituting, in short, the very reason for the journal's existence. In this sense, we can say that the middle level of training now in force in the country -as a result of achievements made by workers and of successive contradictory nation projects -is based on assumptions such as its nature as basic, universal education, its relationship (and not subsumption) with training for work, and its unitary nature. Here, we do not intend to ignore the fact that these assumptions have not yet been fully implemented; moreover, much of the intellectual production published by Trabalho, Educação e Saúde points precisely to the limits imposed on achieving universal, unitary, and holistic training in sociability marked by inequality. However, after discarding the mysticism or illusions surrounding the subject, it is undeniable that the legislation that currently go-verns this level -and that the PM reforms -seeks to bar structural educational duality: a duality that ultimately legitimizes and sustains the perspective that education must be differentiated and generate unique categories of citizens.