This study aims at elucidating the function social of the social complex of education, which, created by work, has aided in the reprodution social being the long oh history, shaping according the needs of reprodution each social formation. The research is based on thinking dialectic-marxian, principally in: Karl Marx, in his works O Capital (1996a; 1996b), chapter V Chapter V of Volume I and Chapters XIII and XXIV of Volume II; György Lukács, in Para uma Ontologia do ser social II (2013); István Mészáros, especially in Para além do capital: rumo a uma teoria de transição (2011) and A educação para além do capital (2008); Friedrich Engels, in A situação da classe trabalhadora na Inglaterra (2008); and Mariano Enguita, in A face oculta da escola: educação e trabalho no capitalismo (1989), as well as other authors who study the theme, the exemple: Sérgio Lessa, Trabalho e proletariado no capitalismo contemporâneo (2011) and Capital e Estado de bem-estar: o caráter de classe das políticas públicas (2013); Léo Huberman, História da riqueza do homem (2010); Aníbal Ponce, Educação e luta de classes (1986); Talvanes Maceno, Educação e reprodução social: a perspectiva da crítica marxista (2017); Ivo Tonet, Educação contra o capital (2012); among others. For realization this study was used a research of nature biographic, so like an immanent analysis of the selected texts. As of Marx (1996a) and Lukács (2013), it was learned that work founded the social being, and this being, unlike the inorganic being, in which there is no reproduction, and of the organic being, in which there is always the reproduction of the same, reproduces itself in an uninterrupted way. For that reproduction of the social being to happen, a set of social complexes were created by the work, among them, education. These complexes, unlike work, do not require an exchange of man with nature, but a relation between men themselves. Education emerges concomitantly with work, since every society requires a set of knowledge, behaviors and values that ensures its reproduction. The work, although it has assumed varied forms throughout the modes of production, continues being the base category, the base of sustentation for any society. About education, it also underwent changes, in view that, in each mode of production there are different reproductive needs. In the primitive mode of production, for example, there was an elementary work, the absence of private property, social classes, such that education took place spontaneously and universally. But stem from of slavery, feudalism and capitalism, both work and education were modified according to reproductive needs. Nowadays, in the face of the structural crisis of capital, began in the 1970s, all spheres of social life have been hit. This context, there is the loss of labor rights, chronic unemployment, the destruction of the environment in a way never seen before, as well as an education marked by reforms, which contribute to the maintenance of this mode of production. In front this, the proletariat, while revolutionary subject, must awaken and, through a political revolution with a social soul, to destroy the existing society, as well as all the apparatuses that sustain it, aiming at the construction of a new form sociability, since this crisis not only destroy capital, but also humanity itself. / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem por finalidade elucidar a função social do complexo social da educação, o qual, criado pelo trabalho, tem auxiliado na reprodução do ser social ao longo da história, moldando-se conforme as necessidades de reprodução de cada formação social. A pesquisa está fundamentada no pensamento dialético-marxiano, prioritariamente em: Karl Marx, em sua obra O Capital (1996a; 1996b), capítulo V do Volume I e nos capítulos XIII e XXIV do Volume II; György Lukács, em Para uma Ontologia do ser social II (2013); István Mészáros, especialmente em Para além do capital: rumo a uma teoria de transição (2011) e A educação para além do capital (2008); Friedrich Engels, em A situação da classe trabalhadora na Inglaterra (2008); e Mariano Enguita, em A face oculta da escola: educação e trabalho no capitalismo (1989), como também em outros autores que estudam a temática, a exemplo de: Sérgio Lessa, Trabalho e proletariado no capitalismo contemporâneo (2011) e Capital e Estado de bem-estar: o caráter de classe das políticas públicas (2013); Léo Huberman, História da riqueza do homem (2010); Aníbal Ponce, Educação e luta de classes (1986); Talvanes Maceno, Educação e reprodução social: a perspectiva da crítica marxista (2017); Ivo Tonet, Educação contra o capital (2012); entre outros. Para a realização deste estudo foi utilizada uma pesquisa de natureza bibliográfica, assim como uma análise imanente dos textos selecionados. A partir de Marx (1996a) e Lukács (2013), aprendeu-se que o trabalho fundou o ser social, e este ser, diferentemente do ser inorgânico, em que não há reprodução, e do ser orgânico, em que há sempre a reprodução do mesmo, reproduz-se de forma ininterrupta. Para que a reprodução do ser social acontecesse, um conjunto de complexos sociais foram criados pelo trabalho, entre eles, a educação. Estes complexos, ao contrário do trabalho, não requerem um intercâmbio do homem com a natureza, mas uma relação entre os próprios homens. A educação surge concomitantemente com o trabalho, pois toda sociedade exige um conjunto de conhecimentos, comportamentos e valores que assegure a sua reprodução. O trabalho, embora tenha assumido variadas formas ao longo dos modos de produção, continua sendo a categoria fundante, a base de sustentação para qualquer sociedade. Quanto à educação, esta também passou por mudanças, tendo em vista que, em cada modo de produção, há necessidades reprodutivas distintas. No modo de produção primitivo, por exemplo, havia um trabalho elementar, a ausência de propriedade privada, de classes sociais, de forma que a educação se dava de maneira espontânea e universal. Mas a partir do escravismo, do feudalismo e do capitalismo, tanto o trabalho como a educação foram se modificando conforme as necessidades reprodutivas. Nos dias atuais, em face da crise estrutural do capital, iniciada na década de 1970, todas as esferas da vida social foram atingidas. Nesse contexto, tem-se a perda de direitos trabalhistas, o desemprego crônico, a destruição do meio ambiente de uma maneira jamais vista, como também uma educação marcada por reformas, as quais contribuem para a manutenção deste modo de produção. Diante disso, o proletariado, enquanto sujeito revolucionário deve despertar e, por meio de uma revolução política com alma social, destruir a sociedade vigente, assim como todos os aparatos que a sustentam, visando à construção de uma nova forma de sociabilidade, pois essa crise estrutural poderá não só destruir o capital, como também a própria humanidade.

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Examining contemporary higher education in the US and Canada, this study posits globalism as the reproductive condition for these postsecondary education systems and their infrastructures that has emerged within regional conditions of degraded institutional legitimacy and downgrading credentials. Across its chapters, university globalism is defined and cataloged via institutional practices that shape learning and labouring conditions for students, their surrounding environments, and the pedagogies administered to market and credential student experience. Chapters examine the global university, the global learning interface, the global curricular programme, the global student and the global classroom as multi-scalar sites for observing university globalism’s forms and their effects, especially on the situation of undergraduates. This formation is studied via infrastructuralism as an analytic shortcut to questions of social reproduction, political economy and their geohistories in these Global North contexts as globally dominant, mass cultural sites for global education. I posit the framework of connectivity, defined as the social and infrastructural good through which globalism is variously represented and embedded into undergraduate study, to periodize this shared regional institutional culture from the 1990s to the present. Connectivity links higher ed’s digitalization with its cosmopolitan modes of networking, identity formation, and human capital development that emerge across the institutional spectrum in public pedagogies and curriculum studied herein. This infrastructure is managerial, extractive, and socially reproduced, conditioning ambivalence and pessimism into the institutionalist modes of learning, networking and credentialing promoted by university globalism. Connectivity’s pro-social ideologies of global citizenship, inclusive excellence and social innovation are analyzed against higher ed’s proletarianizing material conditions and its anti-social foundations in racial capitalism and settler nationalism within US and Canada. This study aims to illuminate global study’s contradictory terms for undergraduates alongside their organic intellectualism within university conditions, and their affordances for critical global pedagogical practice to meet the crises of the present. / Thesis / Doctor of Philosophy (PhD) / This dissertation examines globalism’s pedagogical and technological expressions in undergraduate student experience in the US and Canada. This study reads the global projects of these higher education systems as an infrastructure that conditions learning and credentialing as forms of anti-social, settler national and managerial self-development. By taking up the global connectivity era of the past three decades, this work brings digital infrastructures into dialogue with globalist education policies and administrative and disciplinary curricular projects in the context of degraded institutional legitimacy and downgrading credentials for undergraduates in these dominant inter/national sites for global education. It ultimately argues that the double binds produced by university globalism in these settings present a pedagogical occasion for abolitionist study in our time of planetary crises, unmasking the university as a knowable cultural object in a global cultural field and its infrastructure as a glitch-filled archive of relations of power, empire, and social reproduction.

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Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students. / Urban Education

The commodification of culture, space, and resources is incentivized by neoliberal urbanism. In response, we have seen an attempt to develop collectively organized, oppositional spaces within urban places. The tensions that arise when considering the production of commons in the development of the neoliberal city are the central focus of this paper. As I will observe, these spaces are subjected to commodification as they become increasingly de-politicized through neoliberal ideologies. In order to theorize about these contradictory elements, I observe a makerspace in Richmond, Virginia called HackRVA. Specifically, I consider HackRVA as an urban commons. Through in-depth interviews and participant observation, I consider how HackRVA engages with the neoliberal city of Richmond and how the organization and maintenance of their space and their community reflects commoning as social reproduction. I find that HackRVA’s relationship to the city is complicated as the community within the space both contests and assimilates to the creative economy.

The aim of this thesis is to look into the lives of young mothers of Roma nationality and to get better understanding of influences that affect them and their adoption and perception of their maternal role. The choice of this theme is based on experience with previous working with Roma families. For the research, it has been chosen five mothers aged under 25 years, with whom were conducted unstructured interviews. In the theoretical part, there is a discussion about motherhood in general and later about its specifics in the Roma community. The greatest emphasis is taken on the receiving parent role. Firstly, the empirical part is a discourse about the choosen method - grounded theory. Then there is detailed description of data processing and data analysis. The following chapters are devoted initially to environmental influences to motherhood and later to the concrete experience of the respondents. The experience of motherhood is viewed from several angles - the time horizon (from conception to birth and the first reaction to child) and the importance of her baby to the mother, especially in terms of commitment and in the context of plans and wishes. This work gives an insight into the lives of five Roma mothers. Mothers have the greatest influence on the upbringing of a new generation - for those who are...

Os deslocamentos de homens, mulheres e famílias inteiras, moradoras no município de Timbiras/MA para o labor nas atividades da agricultura canavieira no Estado de São Paulo se desenrola por uma série de redes de relações pessoais, que abrange diversos agentes sociais, tanto no Maranhão - no município timbirense e também em municípios vizinhos - como nas duas principais cidades em que residem durante a colheita da gramínea, no Estado de São Paulo: Guariba e Pradópolis. Por meio de testemunhos orais, colhidos no município de Timbiras (MA) e nas cidades paulistas de Guariba e Pradópolis, buscamos compreender as relações entre a rede de informações familiares e as redes territoriais de apoio que fundamentam o processo migratório. A primeira se sustenta a partir de vínculos de reciprocidade nutridos pelos trabalhadores migrantes nos espaços sociais das referidos municípios do Estado do Maranhão e de São Paulo. Já as redes territoriais de apoio dão suporte a essa troca de informações entre os territórios de migração e o dito local de moradia do tronco ou núcleo familiar, no Maranhão nos anos 2000. Essas redes de relações pessoais, fundamentais para alavancar a experiência migratória, se costuram, se refiguram e se fortalecem a partir de múltiplas formas de trocas de informações entre os que migraram e os que não migraram, bem como entre os possíveis migrantes e os agentes responsáveis pelo processo de deslocamento e recrutamento até a área canavieira paulista. Compreende-se que há uma vinculação estreita entre o processo de construção de territórios de migração e a territorialidade experimentada na área de origem, sustentada por redes múltiplas de relações sociais que cimentam estas territorialidades criadas e ressignificadas com a migração. / The displacements of men, women and entire families living in the city of Timbiras/MA for labor in agricultural activities of sugarcane in the state of São Paulo unfolds through a series of networks of personal relationships, covering many different social agents, both in Maranhão in the city of Timbiras and in neighboring counties as well - and in the two major cities where they live during the harvest of sugarcane, in the State of São Paulo: Guariba and Pradópolis. By oral testimonies, collected in the municipality of Timbiras (MA) and in the cities of Guariba (SP) and Pradópolis (SP), we sought to achieve the understanding of the relationships between the network of family information and territorial networks of support that underlie the migration process. The first is based on the bonds of reciprocity fed by migrant workers in the social spaces of these referred cities in the state of Maranhão and São Paulo. The territorial networks of support gives a base to this exchange of information between the territories of migration and the place of residence of core of the family, in Maranhão in the year of 2000. These networks of personal relationships, fundamental to leverage the experience of migration, sew themselves get strengthened from multiple forms of information exchange between those who migrated and those who did not, as well as among potential migrants and the agents responsible for the process displacement and recruitment to the sugarcane production area in São Paulo. It was possible to understand that there is a close relationship between the process of construction of territories of migration and the territoriality experienced in the area of origin, supported by multiple networks of social relationships that cement these territorialities created and re-signified with the migration.