Data for "Education by the Escola Nacional Florestan Fernandes as Transmodernization from Capitalist Consumerism" published by RAC-Revista de Administração Contemporânea

Published: 2 April 2024| Version 1 | DOI: 10.17632/r744kw3sr3.1
, Ronan Quintão,


In order to discuss ENFF's educational project, highlighting its transmodernist consumerist educational principles, we surveyed the courses normally offered by the school and which are available on the school's website and other platforms, such as YouTube, for example. The themes of the courses are varied, and the courses always have a wide range of support material, such as videos and texts. However, despite various themes ranging from Ideology and Marx's Method regarding land regularization, environmental destruction, and diversity, the courses have one thing in common: they aim to empower individuals in their social relationships. The large volume of courses (about 30) and their vast content imposed on us the need to select one to focus on. Therefore, we chose to analyze the content of the course called “Agrarian Question: Cooperation and Agroecology.” Table 1 offers an overview of the topics discussed in each class and the number of transcribed pages of the classes’ lectures that made up our research corpus. Table 1 - ENFF’s “Agrarian Question: Cooperation and Agroecology” course description Topics of the Classes - # of transcribed pages Popular Project for Brazil and Agroecology and Agrarian Reform - 24 Fundamental Laws of Capitalism in Agriculture - 58 Nature of the Development of Capitalism in Agriculture - 102 Popular Agrarian Reform - 47 Agroecology - 18 Agroecology and Internationalism - 27 Organization of Production Chains - 36 Total of Transcribed Pages - 312


Steps to reproduce

Two authors viewed all videos individually, and subsequently, all authors discussed the pre-analyses. Although the course is not about relationships in the market, the material allows students to understand such relationships better and even create less asymmetrical alternatives. The second round of analysis allowed us to understand better how the teachings help individuals to be active participants in market relationships. Based on the literature and the coding performed in the second stage of the analysis, we now discuss the analyzed data. We analyze the collected data, relating our findings to Paulo Freire’s work regarding oppressions.


Instituto Federal de Educacao Ciencia e Tecnologia de Sao Paulo, Pontificia Universidade Catolica do Rio de Janeiro, Universidade do Estado do Rio de Janeiro


Education, Marketing, Consumer Behavior, Consumerism