Da sala de aula invertida à inversão da sala de aula: a metodologia da Kroton a serviço da mercantilização do ensino

Abstract

The main problem of this thesis is to understand if and how the process of inversion of the classroom took place in Brazil, through the commercialization of the education, especially the Law education. To understand the issue, the methodology adopted was the case study, based on Kroton's inverted classroom model, with a specific focus in the Law courses. The hypothesis that was outlined was that new methodologies are at the service of commodification and, although they may bring considerable differences between educational groups, they are still only consequences of the Brazilian option of allowing education to be appropriated by the economic logic, according to the theoretical framework indicated in Ana Maria F. Almeida. In the analysis of Kroton's specific methodology, a comparison was made between its concept and structure and its alleged North American origin, regarding the ideas of Jacob Bishop and Matthew Verleger and Jonathan Bergmann and Aaron Sams, differentiating them. The historical context of the transformations of education in Brazil and of the evolution of Pitágoras until its transformation in Kroton and in Cogna was elaborated in a comparative way, pointing out, also, data on university access, government financing of private higher education institutions and the alleged transformation of the student as the protagonist of the learning process, at the same time that mass layoffs of professors occur. The examination thus confirmed the existence of academic capitalism in Brazil, under the assumptions of Bob Jessop, treating the inversion of the classroom within the background of education as a political instrument.