EDUCATIONAL INCOMPATIBILITY: THE NECESSARY INTERDISCIPLINARITY OF OVEREDUCATION

Introduction: the fragility of academic discussions about overeducation is often limited to the scope and macroeconomic consequences of these discussions, ignoring the social, anthropological, political, and educational aspects of education. This study aims to find out and analyze how important education must take precedence. Method: This study uses a qualitative descriptive method with the type of library research (Library Research). Publications were searched in four scientific databases: Scielo, Thesis and Dissertation Digital Library (BTD), Portugal Scientific Open Access Repository (RCAAP), and DIALnet. R esults: The development of academic research on educational dissonance recapitulated, placed its findings within the scope of economics, and demonstrated that, to date, economics has remained the main driving force of study in the field. Interdisciplinary tools are essential for dealing with the integrality of the problem of over-education in order to propose viable solutions. Conclusion: Now, if the solutions found so far in economics are not feasible (given the obvious contradictions of reality), it is necessary to overcome educational incompatibility from an interdisciplinary prism, which results in points such as the formulation and evaluation of public policies.


INTRODUCTION
Since the beginning of the 1970s, several studies in the economic area have sought to identify educational incompatibility scenarios in different countries' labor markets, training areas and institutions from which workers graduate (Lauder & Mayhew, 2020). In this sense, educational incompatibility can occur horizontally (the worker has the educational level required by the vacancy he occupies but in another area of training) or vertically (the worker is overeducated for the vacancy he occupies or undereducated) (Somers et al., 2019).
The main objective of the present work is to demonstrate that the interdisciplinary approach of educational incompatibility is necessary for the theme to be understood in its complexity and for the proposition of viable answers to solve the problem since over-education and under-education are not exclusionary, occurring simultaneously.
To better understand how this topic is approached in literary productions, bibliographic research was carried out on the subject's conceptualization and development of academic research. Subsequently, bibliometric research was carried out in four databases: SCielo, the Digital Library of Theses and Dissertations (BTD, from CAPES, in Brazil), the Open Access Scientific Repositories of Portugal (RCAAP), and DIALnet, from which it was discovered that the economy is the main area of research (Bufrem et al., n.d.). Production of knowledge on the subject leads to a cognitive capture of researchers, who tend to assume causality constructions as premises and isolate scientific production from other areas of knowledge (Tikly, 2015).
However, the answers offered by the neoclassical economics studies cannot contain all the consequences and nuances of the factuality of educational incompatibility, requiring an interdisciplinary approach to the field of study, with the involvement of other areas of knowledgebeyond the simple import of its tools.

METHOD
This study uses a qualitative descriptive method, the type of library research type that collects information or scientific papers related to literature reviews (Darmalaksana, 2020). The main source in this research is previous scientific writings that are closely related, such as books, journal articles, internet articles and other related writings (Denney & Tewksbury, 2013).

RESULTS AND DISCUSSION 1. Educational incompatibility and overeducation: from concept to problem
At the beginning of the present work, it is important to note that educational incompatibility and over-education are concepts that emerged from the study of the relationship between the worker and the labor market. Therefore, its initial paradigm of observation, from a neoclassical perspective, starts by analyzing the effectiveness of educational investments at individual and state levels. In this sense, the first analysis on the subject seek, based on the existence of a level of over-education, to impose a change in public educational policies (Leuven & Oosterbeek, 2011)) demonstrates: Freeman's analysis fits the neoclassical framework. The college wage premium decreases in response to an increase in the supply of highly educated workers. This can happen because firms adjust their production technology to take advantage of the relatively cheaper and abundant input factor of highly educated workers. It can also happen when highly educated workers compete for a limited number of skilled jobs by underbidding the wages they demand. Whether firms adjusted their technology can be inferred from changes in the required levels of skills. The concern that drives these neoclassical economists is whether the investment made in education has a return (especially financial) for workers (Stiglitz, 2016). If the investment has a return, individuals will continue to study. If there was no palpable return, there was a waste. Two very important criticisms must be made about this line of construction.
The first concerns the treatment given to education, merely as (another) instrument to increase the perception of income. In a simplistic analysis, the second ignores other aspects that influence the insertion of higher education graduates in the labor market and other micro and macroeconomic elements.
The second criticism market than to an overeducation was the subject of several subsequent publications. The concern with educational incompatibility and its kind of over-education returned in recent years to the academy from the 1970s onwards -when (Dros & Gaizutyte, 2013) identified more skilled workers than the labor market could absorb -which would mean that workers were overeducated.
These early works were heavily criticized, especially by (Dros & Gaizutyte, 2013), who stated that the situation analyzed referred more to an overcrowded labor paradigm. Even so, the criticisms carried out are manifested in terms that are still financial, such as a reduction in salary expectations, the underutilization of skills acquired by workers, the latter which leads to a reduction in society's economic potential and the fall in worker productivity.
It turns out that these answers are not enough -since they ignore the first criticism and leave several points of the second criticism aside. Regarding the first criticism, reducing different degrees of education to the mere qualification for entering the job market is incompatible with the current pedagogical paradigm, and the functions and objectives given to education. (Leuven & Oosterbeek, 2011) Point out state of art on the subject: All quotes focus on the fact that different schooling components earn different rewards and almost all quotes phrase this finding as a causal effect. According to the same quotes, this is interesting from the perspective of different theories about wage setting. The quotes also suggest that these separate estimates are interesting for their own sake. It is unclear, however, why this is the case. Some quotes suggest that over-schooling could (or should) be avoided by reducing the amount of schooling. Given a sufficiently high-average return to attained schooling, this is only useful if it is known in advance who will end up being overeducated and who will end up in a job that matches the actual schooling level. Other quotes suggest that overschooled workers should be assigned to more demanding jobs. It is left unspecified who will create these more-demanding jobs and who gets them. It is possible to notice that there is a perception that the answers that can be provided within an economic survey are not satisfactory -bringing even more problems. Bibliometric tools were sought to understand better how the topic is being academically treated.
According to (Chueke & Amatucci, 2015), "in the field of applied social sciences, bibliometric studies focus on examining the production of articles in a given field of knowledge, mapping academic communities and identifying networks of researchers and their motivations". To achieve this objective, four databases were searched to understand the scope and breadth of studies concerning overeducation. SCielo, the Digital Library of Theses and Dissertations, the RCAAP and the DIALnet, classifying the results by their area and filtering them from the 2000s.
SCielo database, searching for the term "overeducation", "overeducation", or "overeducation", contemplating the internationally recognized spelling of overeducation and the spelling before the New Orthographic Agreement. Six results were found, all from scientific journals, as follows: As can be seen, four of the six productions found (more than 65%) are from the economic area. In the Digital Library of Dissertations and Theses, 11 results were found under the same search criteria, eight master's dissertations and three doctoral theses. Among them, a dissertation, and a thesis, which dealt with works on education in general, were excluded, as shown in the table below: Once again, most published works are in the economic area, 7 out of 11 (almost 65%) of the total. In the RCAAP (Open Access Scientific Repositories of Portugal), the search for the three terms in an alternative way brought several results related to teaching didactics and reflections on the sociology of education and media treatment in more than 220 results.
Overeducation was researched in isolation, being found after applying the filters for a master's dissertation, doctoral theses, and scientific articles, as well as open access and exclusion of repeated ones and one dissertation for being in Electrical Engineering (which included overeducation as part of a bibliographic reference title, used to explain game theory) and another for dealing with social inequalities in access to education, 16 results, all between 2008 and 2019: Once again, the economy is the vast majority -11 of the 16 productions (almost 70%), with Sociology, the second area with more publications, only four. In DIALnet, also with the term overeducation, 62 documents were found, among 54 journal articles, five theses and three book chapters. Excluding 25 that do not have open access, two repeat results and nine working papers: In this platform, confirming the research of the previous ones, the economy accounts for more than 48% of the academic works (18 of the 37). This monopoly of studies in economic terms has two consequences: on the one hand, even works produced in other areas refer to the solutions and problems found by economists in a cognitive capture of the fundamental concepts of the existing scientific literature on the subject (Festinger, 1975); on the other hand, seminal works from other areas end up focusing on tangential and specific points, without coordinating the works, as Kucel (2016, p. 21) states when introducing his sociological research on overeducation : There is a large gap between educational research in sociology and educational mismatch in research economics. Meanwhile, economists concentrated on the wage effects of mismatch (Groot et al., 2000;Hartog, 2000;McGuinness, 2006), while sociology showed only slight and very punctual interest in the issue of educational mismatch (Aberg 2003;Halaby, 1994;Verdugo et al. 1989). We aim to fill this gap by relating over-education to core interests of sociological research, such as class structure, intergenerational mobility, and educational attainment. Over-education, as a topic intrinsically related to social development, public policies, and the promotion of citizenship, requires an interdisciplinary approach so that the answers and solutions the academy presents do not cause greater social damage than the problem intends to solve.
Simply reducing investment in education or waiting for the market to naturally absorb a skilled workforce do not seem to be adequate responses to public policy proposals.

The Necessary Interdisciplinary Approach
In a merely economic, linear, and theoretical view, based on the factors raised and discussed, it seems logical to infer that, in a context of over-education, the solution to this problem would be to reduce investment (personal and state) in education -which couldn't be more wrong.
This reductionism of reality takes as unquestionable truth points subject to criticism within the logic of neoclassical economics, especially when trying to insert the concepts of the effectiveness of public policies as policies of disinvestment -as if the solution always returned to austerity.
Adopting questionable neoliberal precepts as a premise prevents scientific research from questioning essential points of the problem posed factually (Cruickshank & Sassower, 2017). Better solutions can be found -including, contrary to what many studies suggest, greater intervention by the Public Power through investments in education and labor market development.
It is, therefore, essential that the problem be approached in an interdisciplinary way so that, according to: "An interdisciplinary approach is not an approach that should be thought of solely on the side of the subject, the one who makes the science. It has to do with the object of investigation itself and its complexity" (Davis & Sumara, 2014).
More than simply importing practices from other disciplines to solve an economic problem, it deals with the educational incompatibility of an interdisciplinary problem in nature, of which overeducation is a major consequence in economics studies.
Although it is expected, for example, that a university student will acquire essential tools for their professional performance during their graduation, higher education does not end its function there -it is expected that the graduate can think about their acquired profession and (re)build the paradigms of the status quo, through a critical view of the world that surrounds it. As (Dias Sobrinho, 2005) states: ... it is extremely important that higher education produces knowledge and training with strong social relevance. Through knowledge and training work, without surrendering their critical skills, they must develop the capacity to respond to society's demands and needs. Pertinence requires autonomy to identify priorities and the social context of needs and demands.
In addition, regarding the second criticism, we have difficulties entering the job market that go beyond a mere quantitative increase in diploma holders, but also gender and ethnicity (Kabeer, 2021), difficulties arising from poor education and commodified (Lawson et al., 2015), or even the absence of incentives for technological development (here in its grammatical sense) of the local labor market.
As can be seen, this is a problem whose nature is much broader than what economists intended to see in their seminal works, and it is necessary for its understanding and study to be approached by practices of convergence between, at least, Economics, Pedagogy, Political Science, Sociology and Public Policy.
To establish the national paradigm, Diaz, and Machado (2008, p. 447), concluded that most of the Brazilian population was, in the 2000s, performing functions incompatible with their education: For data from Brazil, 53% of individuals in selected occupational families are undereducated. Adequacy does not reach 30%, and overeducation is 17.3%. These rates show a considerable mismatch between the educational requirements of jobs and the education of workers in Brazil, as 70.3% of these are inadequate with the education required in occupational families.
Note that overeducated and under-educated are 70% of the national population -so mere investment or disinvestment (public or private) will not answer the problem.

Final Considerations
Initially, the development of academic research on educational incompatibility was recapitulated, placing its discovery within the scope of economics and demonstrating that, to date, economics remains the main driving force of studies in the field.
Such a reality leads to two consequences: first, there is an assumption by researchers from other areas that are questionable by other economic theories (to which the economist authors would not be affiliated) and limiting, especially in an ideological aspect, the possible solutions to be presented.
Furthermore, the perception that the topic is essential in the economic area leads researchers from other areas to focus their studies of educational incompatibility on atomized and tangential points, failing to enter the central topics of causes and consequences of overeducation and under-education. Education.
Suppose the solutions found so far in the economic field are not feasible (in view of the concrete contradictions of reality). In that case, it is necessary to address educational incompatibility from an interdisciplinary prism so that points such as the formulation and evaluation of public policies ( that can be responsible for creating such problems but can also solve them), the evaluation of the quality of higher education (after all, it is not enough for the graduate to have a degree, it is necessary that he can apply the knowledge obtained), the university debt and the indebtedness of graduates' families (about the need for incentives for graduates to seek better job opportunities), the creation of vocational assistance programs for young people (within a comprehensive education perspective) are not treated only as tools to solve an economic problem, but as part of the theoretical construction of the theme -and whose premises and logic must be used taken to understand the problem.

CONCLUSION
the incompatibility of education and over-education is a concept that emerged from the study of the relationship between workers and the labor market -hence its initial observational paradigm, from a neoclassical perspective, started from an analysis of the effectiveness of investments in education, both at the individual and state levels. Over-education, as a topic intrinsically related to social development, public policy, and the promotion of citizenship, requires an interdisciplinary approach so that the answers and solutions presented by the academy do not cause greater social damage than the problem intended. More than simply importing practices from other disciplines to solve economic problems, it deals with the educational mismatch of interdisciplinary problems, of which over-education is a major consequence in the study of economics. Suppose the solutions found so far in the economic sphere are not feasible (given the concrete contradictions of reality). In that case, it is necessary to overcome the educational incompatibility from an interdisciplinary prism, resulting in points such as formulating and evaluating public policies.