O Programa Inova Educação: Articulações nas políticas educativas brasileiras para o Ensino Médio

• Autor(a) principal: Julia Tavares Argento
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/155329
• topic: Ciências da educação; Educational sciences

Over the last ten years in Brazil, we have seen a series of educational policies, at federal and state level, emerge in the national debate. These represent huge changes, restructuring the curriculum, modifying school time and organization and having a significant impact on education. Brazilian secondary education has not been left out of these curricular and organizational transformations that alter what we used to know about it and its structure. We have listed some of these public policies that we believe are fundamental and structuring a new education project that is emerging in Brazil. These are the new Common National Curriculum Base (BNCC), in 2016, and the High School Reform, in 2017. At the same time as they were being debated and developed, another educational policy was being developed at state level by the São Paulo State Department of Education (SEDUC) in partnership with the Ayrton Senna Institute (IAS) in 2019: the Inova Educação Program, the main educational policy to be analyzed here. This work represents an effort to investigate, analyze and understand how the BNCC, the High School Reform and the Inova Educação Program are articulated, what the objectives of their implementation are and what is expected of the education of the subject who will graduate from the final years of high school in São Paulo. The discussion uses as a theoretical reference the concepts of mandate, source, scope and standard, in the reflection raised by the authors Roger Dale and Jenny Ozga, and of a Globally Structured Education Agenda, as well as studies on the formation of subjects from the perspective of neoliberal rationality. With regard to the discussion about the methodological approach that will best provide us with tools to analyze the object listed, we will work with content analysis and with John Codd's concept of deconstruction of the text, which is pertinent to analyzing the educational policies selected. Based on a methodology of analysis that encompasses the relationship between the general and the particular, we will focus on bibliographic documentary analysis, which consists of the processes of surveying articles published in the press, articles, dossiers, legislation, searching the collection of the Brazilian Portal of Publications and Scientific Data in Open Access (Oasisbr) and analyzing the selected bibliography on the subject. Keywords: Inova Educação, educational policy, neoliberalism.