Leon Trotsky e educação: contribuições ao debate sobre educação socialista.

Abstract

This thesis aimed to identify in the texts and works of Leon Trotsky (1879-1940), contributions to the field of education. The scientific question that guided this thesis was: what theoretical contributions to the field of education can it be extracted from Leon Trotsky's social and politic thought, considering the production of his works and texts in the early years of the Soviet regime (1917-1923)? As a result, the following questions were asked: a) in which works and texts are Leon Trotsky's contributions to the field of education? b) in what historical, social and political context are these works and texts inserted? c) what is your theoretical position on the theme of building a socialist education? d) based on its theoretical and political construct, what postulates are possible to extract about education? To this end, a bibliographical research was carried out, based on the dialectical historical materialist method. In the exhibition of the text, a balance of the production of scientific knowledge on the theme Trotsky and Education was presented; notes regarding translations and editions of the selected works and texts; the historical context of the Russian Revolution of 1917, considering the historiographical debate on the subject, the development of the mode of production and the relations of production and the contribution of Trotsky in the revolutionary process. The thesis reached the following conclusions: a) Leon Trotsky has theoretical contributions to the field of education; b) his works and texts are situated in a specific historical context, related to the specificities of the construction of a Worker State in a country with profound economic, social, political and cultural contradictions; c) revolutionary education responds to a determined phase of the permanent revolution, which aims to train youth for revolutionary struggle, as distinct from a socialist education, in which the social classes would be in a phase of disappearance and the workers' state, in emaciation; d) based on its theoretical and political construct, the following postulates were systematized: i) education in a class society reflects the interests of the class in power; ii) access to formal education by the working class is not the determinant for it to move towards the revolution, but the denial of access to education, culture, science, arts and universal knowledge are some of the objective reasons why the socialist revolution it is necessary; iii) it is the task of the revolutionaries to develop a political conscience in the working class, with a view to seizing power; in the phase of transition to socialism, revolutionary education is necessary for the permanent struggle against world capital and; as the class advances in the permanent revolution and replaces the capitalist mode of production, education takes on less classist and more universal characteristics, constituting a socialist education that could form a new human being, under new material and psychic bases.