The educational problem in the face of the poverty of neoliberal society

Abstract

The imprint of the neo-liberal model, set on the planetarisation of “invasive and predatory” macroeconomies (Frabboni, 2007, p. 17), declines education in a work-related rather than existential, anti-democratic and consumerist rather than human and creative-formative sense, shifting its orientation axis from a school that forms the individual and fosters human development to a school intent on preparing for the world of work.

This society economically and educationally facilitates the advancement of the phenomenon of poverty: the economicist and standardised position of the school world undermines the formation of the subject-person who, in his or her specific existential condition, should on the contrary be favoured by a widespread integral and value-based education, an education that is highly individualised: the many poverties grow in step with the increase in wealth (the prerogative of the few), creating an anti-democratic imbalance in the relationship between wealth and poverty.