Dependência Acadêmica, Hegemonia e Ensino Superior brasileiro: o Arbitrário Cultural Dominante no ensino das Ciências Sociais

Abstract

The present dissertation studies the Brazilian public university s structure from the point of view of class struggles concept, considering it as a fundamental element of production of science s hierarchy, and the manifestations of this relationship at the productions in the Applied Social Sciences and Human Sciences knowledge areas, for analysis of the effects of this social structure on the Brazilian social scientists training. At the light of Ideology category, it s possible to see how the class struggle has influenced and still influences the conception of College Education, and with the contributions of the historical materialism method the university's functionality is understood as a hegemonic project that conducts the National State, its performance in favor of ruling class specifics interests beyond the science production and manpower, and the university is configured as an important agent in ideological reproduction through the inculcation of a cultural arbitrariness. The public university is then historically operated by the State under a certain conception and, like the State itself, this conception is hegemonized by the bourgeoisie which affects the teaching and the institution itself. The historical research of the constitution of the Brazilian public university and a research on the committees that based the sociological studies in the above-mentioned areas of knowledge at UERJ and UFRJ were carried out, which demonstrated the alignment between the ideological bases present in the Bourgeois State foundation and at the conception of the current university as a result of the imposed structural conditions, which in the case of Brazilian capitalism carries its own characteristics, such as economic dependence. The correlation between dependent capitalism and university entails a structure of knowledge production underpinned by the relationship between the capitalism center and periphery, where hierarchization and valorization of knowledge produced are related to class and market interests. This conception of the knowledge production implies reflections not only on the knowledge produced, but also on the teaching format undertaken by the University, and the hypothesis of this work is that, with the identification of this logic in social structures formation and in the constituent norms of national college education, it can constructs notes for its overcoming and explanation