EDUCATION AND POVERTY IN THE CONTEXT OF THE STRUCTURAL CRISIS OF CAPITAL

THE WORLD BANK'S GLOBAL EDUCATION MONITORING REPORTS

Abstract

This article aims to analyze the role assigned to education in reducing poverty within the peripheries of capital, specifically focusing on the issues of unemployment and schooling among young workers in Brazil amidst the structural crisis of capital. This theoretical-bibliographic and documentary research is based on in the Marxian-Mészárian framework, performing a categorical tracing of the relationship between education, unemployment, and working-class poverty, as articulated with Brazilian educational policies targeting impoverished youth facing unemployment and violence. The theoretical framework relies on by Marx (2011), Mészáros (2000, 2002, 2009), Foster (2013), and Saviani (2003). For the documentary analysis, UNESCO reports (2016, 2021, 2023, 2024b) are examined. Broadly speaking, we highlight that despite the positive financial data released by the World Bank since 2015, the educational reforms imposed in developing countries do not foster free and emancipated individuals; on the contrary, they contribute to individuals reproducing the dominant ideology, thereby expanding capital rather than overcoming the current crisis.