본 연구는 브라질의 고질적인 풍토병중의 하나이자 사회를 유지하는 데 가장 본원적 토대가 되는 교육에 미친 사회 불평등의 배경과 코로나19가 교육부문에 미친 영향을 살펴보았다. 먼저 인간사회 불평등의 기원을 본성과 양육이라는 이분법의 프레임으로 살펴보았다. 그리고 연구대상에 자기불일치 프레임을 적용하여 연구자의 분석 시각을 정립했다. 다음으로 브라질의 시대별로 구분하여 교육 불평등을 낳게 하고 고착시켜 온 사회경제적 배경을 살펴보았다.
사실상 민주화 이후 좌파와 우파 정치성향에 상관없이 교육개혁의 필요성과중요성에 대한 인식은 동일하다. 교육이 이미 시장화 되고 상품화된 우리나라의 시각에서 볼 때 1988년 시민헌법 제정 이후로 공교육을 가치재(Merit good) 보다 공공재(Public good)로 지켜온 브라질의 저력은 그 우둔함이 놀라우면서동시에 우려스러운 것도 사실이다. 보통 교육개혁은 사회구조를 상수로 두고교육을 변수로 둔다. 브라질의 경우는 사회구조가 급변하는 데 비해 교육이상수로 고정되어 왔다. 이는 곧 교육이 공공재의 껍질을 쓰고 가치재로서 소수의 엘리트 계층에게 특혜를 제공하면서 다수의 “국민”을 배제하고 “그들의브라질”을 고수해 왔다는 것이다. 이제 브라질도 사회도 교육도 변수로 두는모험이 필요한 시대에 들어섰다. 지난 13년간 좌파정권이 시도해 왔던 사회통합의 노력은 무한대로 반복될 것 같은 브라질 정치지형변화의 문법의 틀 안으로 다시 돌아갔다. 그러나 520년 역사에서 13년 동안의 실험은 이제 시작에 불과하다. 무엇보다도 브라질은 사회도 교육도 아닌 인간화 교육을 상수에 두었던 ‘연대의 페다고지’란 씨앗을 품고 있는 나라이다. 아무쪼록 판데믹이라는외부의 강제력이 지금까지의 시대가 초래했던 모순을 넘어, 사회도 교육도 근본적으로 변화할 수 있는 기회로 활용하기를 기대한다.
This study examined the background of social inequality in education, one of Brazil's endemic diseases and the most central foundation for maintaining society, and the impact of COVID-19 on the Ministry of Education. First, we examined the origins of human social inequality by the two-part method of Nature and Nuture. And by applying the Self-discrepancy framework to the study, the researchers' point of view was established. Then, we looked at the socioeconomic context that caused and adheres to the inequalities in education in the order of Brazilian era. In fact, since the era of democratization, whatever the political position of the left and the right, the perception of the necessity and importance of education reform is the same. From the perspective of South Korea, where education has already been marketed and commoditised, it is also true that brazil's strength in protecting public education as public good without turning it into a merit good since the enactment of the Civil Constitution in 1988 is surprising and at the same time a concern. Education reform generally puts social struture as constants and education as variables. In Brazil, education has been fixed as a constant compared to rapid changes in social structures. This means that education has been adhering to "their Brazil", excluding a large number of “people” while peeling off public goods and providing preferential benefits to a small group of elites as social capitals. Now Brazil is entering an era where both society and education must be placed as variables. The efforts of social integration that the left-wing government has tried for the past 13 years have returned to the framework of the Grammar of Brazilian political change, which is likely to be repeated indefinitely. But the 13-year experience of his 520-year history is just the beginning. Above all, Brazil is a country which embraces the seeds of solidarity, which has placed humanized education in a constant, and not in a society or education. We expect that the external crisis of pandemic to go beyond the contradictions of the times so far, and that society and education will be used as opportunities to fundamentally change.
This study examined the background of social inequality in education, one of Brazil's endemic diseases and the most central foundation for maintaining society, and the impact of COVID-19 on the Ministry of Education. First, we examined the origins of human social inequality by the two-part method of Nature and Nuture. And by applying the Self-discrepancy framework to the study, the researchers' point of view was established. Then, we looked at the socioeconomic context that caused and adheres to the inequalities in education in the order of Brazilian era. In fact, since the era of democratization, whatever the political position of the left and the right, the perception of the necessity and importance of education reform is the same. From the perspective of South Korea, where education has already been marketed and commoditised, it is also true that brazil's strength in protecting public education as public good without turning it into a merit good since the enactment of the Civil Constitution in 1988 is surprising and at the same time a concern. Education reform generally puts social struture as constants and education as variables. In Brazil, education has been fixed as a constant compared to rapid changes in social structures. This means that education has been adhering to "their Brazil", excluding a large number of “people” while peeling off public goods and providing preferential benefits to a small group of elites as social capitals. Now Brazil is entering an era where both society and education must be placed as variables. The efforts of social integration that the left-wing government has tried for the past 13 years have returned to the framework of the Grammar of Brazilian political change, which is likely to be repeated indefinitely. But the 13-year experience of his 520-year history is just the beginning. Above all, Brazil is a country which embraces the seeds of solidarity, which has placed humanized education in a constant, and not in a society or education. We expect that the external crisis of pandemic to go beyond the contradictions of the times so far, and that society and education will be used as opportunities to fundamentally change.
