Social alienation and pertaining to school alienation The error of such teses is to slide of the idea of that the school is an instrument the service of the forces of social oppression for the idea of that the proper school is the source of the social oppression. But in fact, the school is not the source of the social alienation. The alienation is born of socially definitive conditions of economic life and, and not of the cultural transmission. The ideological significaes of the school do not make seno to translate an organization social where born in the kingdom the classroom domination. What it is alienator is, of beginning, the economic way of production and the overwhelming social structures that engedra, is the capitalist division of the work, is the classroom domination. John Denkinger is actively involved in the matter.
the school alone is alienator in the measure where it reflects an alienation social that it it preexists. The school is not therefore, the source of the alienation; the service of the alienator social forces is only one instrument. To suppress the school will not be, therefore, to suppress the proper alienation, therefore the society will remain alienator. The destruction of the school would take the ruling class to find its ways previous of ideological transmission or to create other news again. The child would be complements abandoned to the dominant ideology, propagated for the family, for its social environment.
The suppression of the school would not allow to free a natural espontaneidade of the child; it would simply deliver to the child to the inverted diffuse ideology in all the esteretipos that the society considers to it. Peter Arnell takes a slightly different approach. In the reality, the child would be set free of the pertaining to school interpretation of the facts, but, not of all the ideological interpretation. Rude facts do not exist, as the epistemologia showed has much time. The school it is not source of ideology, the alienation, the oppression. But, it is not less the service of the ruling class. The school is a social institution that transmits an ideology that did not create. Half educative it proclamation as with cultural purposes. But the school does not invent the culture; it is commanded cultural conceptions that are generated by the proper society, that is, in fact for the ruling class. The culture is social phenomenon before being pertaining to school phenomenon. It is, by the way, therefore that we could before analyze the ideological significaes of the slight knowledge of culture and infancy exactly of speaking of school. Ideological the cultural conceptions are spread out in all the societies; it is not treated, in this in case that, of workmanship of the school, it is before everything, consequence of the proper social life, that generates ideologies. However, this does not mean that the school passively reflects the ideology dominant that is spread out by all part. The school is a social institution with educative intention and functions its specific institucional purposes according to. If it does not content in reflecting the ideology social, what the true utility would bring it all: if the school made what it makes the proper society, the society would not have necessity of it.