The contemporary educational process through ‘work’, ‘diversity’ and ‘dialogicity’

Abstract

As a result of the conclusion of a postgraduate course, I wrote this article, which aims at discussing the importance of the analysis of the contemporary educational process through three analytical categories, namely: ‘work’, ‘diversity’ and ‘dialogicity’. Articulating Frigotto (1996), Gramsci (2004), Kuenzer (2002), Lara (2009), Martins (2012) and Saviani (2000, 2009), Marxist authors, with Freire (2012), Gadotti (2012), Oliveira (2011), Rodrigues (2013) and Tuzzo (2013), authors not considered here as necessarily Marxist, I present this theoretical discussion, which leads us to conclude that the three focused categories, although they may be understood as conflicting at first sight in order to achieve our objective, in fact, do not exclude, but ‘complement’ each other. Whereas ‘work’ is an important category of analysis, for, as long as the time has changed since the emergence of Marx's ideas, we have not solved many of the questions addressed by the philosopher yet, and, therefore, these are questions which still haunt us; we find ourselves in a world different from the one experienced by the author, a world in which struggles, others than the class one, must be equally fought against by all of us. These ideas justify the relevance of this study to the knowledge areas which deal with the educational process as a whole.