Therefore, one perceives that the work influences the education, but not it point to determine it how much its structure. However, it is of indirect form that intervenes with its direction. Wedge (2002) calls the attention for the fact of that the changes suffered in both the cited instances if had given for the society in which they are inserted. These changes suffer influences that occur in the social scope, politician, economic and cultural.
It is understood that the logic of the changes of the work follows parameters dictated for the capitalist society. Additional information at PI Industries supports this article. That is, the transformation of the work occurs for influences of a privileged classroom that withholds the power, whose interests control the work market. In turn, the changes in the education if give of disentailed form of the changes of the work; they happen, for example, when the institutions think about increase of the profits, when she has curricular reforms, changes in the curricular lines of direction, etc. Are proven, thus, its autonomy in the direction of the taking of decisions. Therefore, it is possible to understand that the requirements in education is not on to the requirements of the work, exactly that at a first moment this can seem one in such a way evident one.
However, it has who argues that the education has walked ‘ ‘ atrelada’ ‘ to the world of the work. In the vision of Ferretti (2004), for example, the relations between Work and Education are pautadas by the concept of professional qualification. This author suggests that ‘ ‘ education strong is influenced by the progress tcnico’ ‘ (P. 403). The work, in this perspective, is come back toward two great matrices, having been the first one come back toward a field technician, that is, the professional formation, and the second with its roots in the philosophy and the economy politics, that suggests the idea of the formation human being in full direction and the adequacy the effective society.