The discourse of education against poverty critical analysis

Abstract

This article problematizes the conception of education as an isolated solution to socioeconomic inequalities, through a qualitative approach of bibliographic and documentary nature. The analysis, guided by a historical-critical perspective, is based on the international document World Declaration on Education for All (1990), articulated with the theoretical contributions of Marx (2013), Mészáros (2008), and the contemporary reflections of Saviani (2008). The study highlights that, although the discourse of education as an instrument to fight poverty is widely disseminated, it ignores the structural determinations that reproduce social inequality, holding the individual for their success or failure. Educational policies, by prioritizing efficiency, evaluation, and adaptation to the labor market, end up reducing education to a functional role, reinforcing the social division of knowledge. It concludes that a critical and emancipatory perspective on education is necessary to promote social transformations and overcome the limitations imposed by the reproductive nature of the capitalist system.