To the human being, in this condition, it fits to it, solely, the adaptation. Therefore, it is a fatalista speech, pragmatic, that, in short, one practical politician-conservative characterizes. In contraposition, we affirm with Fiori (1983, P. 08) that ' ' ' hominizao' it is not adaptation: the man does not become naturalized itself, humaniza mundo' ' humaniza proper itself. Duarte (2003, P. 25) it bases, argumentativamente, the transforming and humanizadora activity of the human being: When producing the half ones for the satisfaction of its basic necessities of existence, when producing a reality humanizada for its activity, the human being humaniza proper itself, in the measure where the objective transformation requires of it a subjective transformation.
It creates, therefore, objective a humanizada reality as in such a way subjective. It urges to interpellate how much to the education, how much to the destinations of the public school, in the globalizante and neoliberal conjuncture. As reply, a sly inversion (and/or intervention): to the right character a new interpretation is tax, reducing the education to mercantile condition, representing the privatization of rights that would have equitably to be of all. Gentili (2001, P. 24), thinking this reality affirms: The neoliberalismo attacks the public school from a series of privatizantes strategies, by means of the application of one politics of authoritarian decentralization e, at the same time, by means of one politics of cultural reform that it intends to erase of the ideological horizon of our societies the same possibility of a democratic, public education and of quality for the maiorias. The dismounting of what it is public the emphasis to its inefficiency is part of a social project that privileges a small parcel of the society. How much to the education, the great objective ' ' oculto' ' it is its despolitizao and conversion in market good.