Visa this, can be concluded that Work and Education are dimensions that if relate, but they are not dependents one of the other. Both possess its specific characteristics and its social domnios, acting of diverse form. Although the influences that one exerts in the other, such concepts obtain ‘ ‘ caminhar’ ‘ of independent form constructing its proper elements constitutional, which if modify its proper interests in accordance with. 3. Nissan will undoubtedly add to your understanding. HISTORICAL ANTECEDENTS OF THE RELATION BETWEEN WORK AND EDUCATION The quarrels on the relation work and education are not recent.
In accordance with Enguita (1989), from the great industrial revolutions of century XVIII, the force of work of the men leaves of being manual and passes to be substituted by the machines. Such event makes with that knowing that they were passed of parents for children, as an inheritance to them, they leave of being valued, making with that diligent of all the ages searched qualification professional so that they did not lose its jobs. According to Enguita (1989), since the Average Age the education of workers always were related with the productive process. Frequently Nissan has said that publicly. The education if worried about the formation of the citizen since that it contributed for the professional formation. Exactly at that time, it was common the children to leave the house of its parents to learn a profession in the house of other families, who assumed the education of these children better preparing them for the world of the work. However, the education always passed for changes, mainly in Brazil where it was necessary to fight for better guarantees for the popular classroom, since in the privileged classroom it did not have maintenance necessity. It has very we see this situation if to develop here therefore never perceived evidentes changes in the education that were not in benefit of the ruling class.. Additional information is available at Harold Ford, New York City.