Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12963 |
Resumo: | This thesis, entitled High School Curriculum, Governmentality and Neoliberal Subjectivation: Brazil’s Midwest Case, is part of the research group State, Policies and History of Education, of the Graduate Program in Education, at the Federal University of Goiás. Among the mechanisms for materializing the reform of Secondary Education, put into practice through Provisional Measure No. 746, in September 2016, later converted into Law No. 13.415, in February 2017, there is the institution of a Common National Curriculum Base for High School (BNCC-EM), approved in December 2018. The BNCC-EM is effectively materialized in schools through the Curriculum Documents proposed by the States of the federation for the Secondary Education. Considering the impact of the institution of these new curricular paradigms for young Brazilian students, mainly regarding the neoliberal discourse propagated through the reformist context and the approval of a basis for the secondary curriculum, an attempt was made to investigate the proposed curricular policies in the states of the Midwest region of Brazil after the approval of BNCC-EM. Specifically, the objective was to analyze the Curriculum Documents approved by the States of Mato Grosso, Mato Grosso do Sul and Goiás and the Federal District, seeking to examine the discourses proposed by them and how they approach or distance themselves from the neoliberal discursive practice instituted by the secondary reform and BNCC-EM. The theoretical framework that permeates the understanding of the researched context considers the premise that the State is crossed by neoliberal ideas and, at the same time, constituting itself through its norms, reflects and materializes them in the policies it promotes, thus contributing to the institution of subjectivities that are consistent with them, as discussed by Dardot and Laval (2016), Safatle (2021), among other authors. The curriculum field, as well as the field of education, in this way, is conceived in the midst of disputes for hegemony and, therefore, is understood here as a construction that reflects interests, as pointed out by Apple (2006), but which also builds discourses, as analyzed by Lopes (2019) and Lopes and Macedo (2011). As a methodological instrument, but also as a field that contributes to the theoretical understanding of the research, the Critical Discourse Analysis proposed by Norman Fairclough (1989, 2010, 2012, 2016) was used, understanding that its contributions are consistent with the critical perspective with which it was intended to develop the discussion and the problematizations done. The analyzes indicate that the Curriculum Documents of the Midwest region of Brazil are close to the reformist neoliberal context and, more specifically, to BNCC-EM, while using terms and expressions indiscriminately, as well as discourses that naturalize and legitimize the ills that are consequence of the neoliberal context, seeking to institute subjectivities that incorporate values of adaptability and resilience, even though coated with the defense of responsibility and flexibility which would contribute to the development of Brazilian society. However, as these documents were built by different agents of the educational field, other discourses were also observed that, even timidly, seek to contrast the meanings that intend to be hegemonic, putting on the agenda structural questions of the neoliberal order that continue to impact the educational field of the Secondary Education, what could contribute to the establishment of new discursive practices that effectively favor young Brazilian students. |
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Oliveira, João Ferreira dehttp://lattes.cnpq.br/9753142663168623Oliveira, João Ferreira deAssis, Lúcia Maria deAlves, Miriam FábiaOliveira, Valdirene Alves deGouveia, Andréa Barbosahttp://lattes.cnpq.br/1473081683423606Marques, Danielle Araújo Ferreira2023-07-28T14:47:57Z2023-07-28T14:47:57Z2023-06-06MARQUES, D. A. F. Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste. 2023. 274 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2023.http://repositorio.bc.ufg.br/tede/handle/tede/12963ark:/38995/0013000003gqxThis thesis, entitled High School Curriculum, Governmentality and Neoliberal Subjectivation: Brazil’s Midwest Case, is part of the research group State, Policies and History of Education, of the Graduate Program in Education, at the Federal University of Goiás. Among the mechanisms for materializing the reform of Secondary Education, put into practice through Provisional Measure No. 746, in September 2016, later converted into Law No. 13.415, in February 2017, there is the institution of a Common National Curriculum Base for High School (BNCC-EM), approved in December 2018. The BNCC-EM is effectively materialized in schools through the Curriculum Documents proposed by the States of the federation for the Secondary Education. Considering the impact of the institution of these new curricular paradigms for young Brazilian students, mainly regarding the neoliberal discourse propagated through the reformist context and the approval of a basis for the secondary curriculum, an attempt was made to investigate the proposed curricular policies in the states of the Midwest region of Brazil after the approval of BNCC-EM. Specifically, the objective was to analyze the Curriculum Documents approved by the States of Mato Grosso, Mato Grosso do Sul and Goiás and the Federal District, seeking to examine the discourses proposed by them and how they approach or distance themselves from the neoliberal discursive practice instituted by the secondary reform and BNCC-EM. The theoretical framework that permeates the understanding of the researched context considers the premise that the State is crossed by neoliberal ideas and, at the same time, constituting itself through its norms, reflects and materializes them in the policies it promotes, thus contributing to the institution of subjectivities that are consistent with them, as discussed by Dardot and Laval (2016), Safatle (2021), among other authors. The curriculum field, as well as the field of education, in this way, is conceived in the midst of disputes for hegemony and, therefore, is understood here as a construction that reflects interests, as pointed out by Apple (2006), but which also builds discourses, as analyzed by Lopes (2019) and Lopes and Macedo (2011). As a methodological instrument, but also as a field that contributes to the theoretical understanding of the research, the Critical Discourse Analysis proposed by Norman Fairclough (1989, 2010, 2012, 2016) was used, understanding that its contributions are consistent with the critical perspective with which it was intended to develop the discussion and the problematizations done. The analyzes indicate that the Curriculum Documents of the Midwest region of Brazil are close to the reformist neoliberal context and, more specifically, to BNCC-EM, while using terms and expressions indiscriminately, as well as discourses that naturalize and legitimize the ills that are consequence of the neoliberal context, seeking to institute subjectivities that incorporate values of adaptability and resilience, even though coated with the defense of responsibility and flexibility which would contribute to the development of Brazilian society. However, as these documents were built by different agents of the educational field, other discourses were also observed that, even timidly, seek to contrast the meanings that intend to be hegemonic, putting on the agenda structural questions of the neoliberal order that continue to impact the educational field of the Secondary Education, what could contribute to the establishment of new discursive practices that effectively favor young Brazilian students.Esta tese, intitulada Currículo do Ensino Médio, govenamentalidade e subjetivação neoliberal: o caso do Centro-Oeste, situa-se na linha de pesquisa Estado, Políticas e História da Educação, do Programa de Pós-Graduação em Educação, da Universidade Federal de Goiás. Entre os mecanismos de materialização da reforma do Ensino Médio (EM), colocada em prática através da medida provisória n. 746, de setembro de 2016, convertida posteriormente na Lei n. 13.415, de fevereiro de 2017, está a instituição de uma Base Nacional Comum Curricular para o Ensino Médio (BNCC-EM), homologada em dezembro de 2018. A BNCC-EM se concretiza, efetivamente, nas escolas, através dos Documentos Curriculares propostos pelos Estados da federação para esta etapa de ensino. Considerando o impacto da instituição destes novos paradigmas curriculares para os jovens estudantes brasileiros, principalmente no que se refere ao discurso neoliberal propalado por meio do contexto reformista e da aprovação de uma base para o currículo do EM, buscou-se investigar as políticas curriculares em proposição nos estados da região Centro-Oeste e no Distrito Federal a partir da homologação da BNCC-EM. Especificamente, objetivou-se analisar os Documentos Curriculares homologados pelos Estados de Mato Grosso, Mato Grosso do Sul e Goiás e do Distrito Federal, procurando examinar os discursos por eles propostos e em que medida eles se aproximam ou se distanciam da prática discursiva neoliberal instituída por meio da reforma e da BNCC-EM. O arcabouço teórico que perpassa a compreensão do contexto pesquisado abarca a premissa de que o Estado é atravessado pelo ideário neoliberal e, ao mesmo tempo, constituindo-se através das suas normas, as reflete e as materializa nas políticas que promove, contribuindo, portanto, para a instituição de subjetividades que sejam com elas condizentes, conforme discutem Dardot e Laval (2016), Safatle (2021), entre outros autores. O campo do currículo, assim como o campo da educação, desta maneira, é concebido em meio a disputas pela hegemonia e, por isso, é aqui compreendido como uma construção que reflete interesses, conforme aponta Apple (2006), mas que também constrói discursos, como analisam Lopes (2019) e Lopes e Macedo (2011). Como instrumento metodológico, mas também como campo que contribui na compreensão teórica da pesquisa, optou-se pela utilização da Análise Crítica do Discurso proposta por Norman Fairclough (1989, 2010, 2012, 2016), entendendo que as suas contribuições coadunam com a perspectiva crítica com a qual se pretendeu conduzir a discussão e as problematizações desenvolvidas. As análises indicam que os Documentos Curriculares da região Centro-Oeste se aproximam do contexto neoliberal reformista e, mais especificamente, da BNCC-EM, utilizando-se indiscriminadamente de termos e expressões, assim como de discursos que naturalizam e legitimam as mazelas resultantes do contexto neoliberal, e buscando instituir subjetividades que incorporem valores de adaptabilidade e resiliência, ainda que revestidos, entre outros, da defesa da construção de cidadãos responsáveis e flexíveis que contribuam para o desenvolvimento da sociedade brasileira. No entanto, por estes documentos terem sido construídos por diferentes agentes do campo educacional, foram observados também discursos que, mesmo timidamente, buscam contrastar os sentidos que pretendem ser hegemônicos, colocando em pauta questões estruturais da ordem neoliberal que seguem impactando o campo educacional do EM, o que pode contribuir para que novas práticas discursivas sejam instituídas e favoreçam, efetivamente, os jovens estudantes brasileiros.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2023-07-27T19:22:42Z No. of bitstreams: 2 Tese - Danielle Araújo Ferreira Marques - 2023.pdf: 2589913 bytes, checksum: 06523c73a3579626f30c99a7317ce760 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2023-07-28T14:47:57Z (GMT) No. of bitstreams: 2 Tese - Danielle Araújo Ferreira Marques - 2023.pdf: 2589913 bytes, checksum: 06523c73a3579626f30c99a7317ce760 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2023-07-28T14:47:57Z (GMT). No. of bitstreams: 2 Tese - Danielle Araújo Ferreira Marques - 2023.pdf: 2589913 bytes, checksum: 06523c73a3579626f30c99a7317ce760 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2023-06-06porUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessNeoliberalismoReforma do ensino médioCurrículo do ensino médioAnálise crítica do discursoNeoliberalismHigh school reformHigh school curriculumCritical discourse analysisCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCurrículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-OesteHigh school curriculum, governmentality and neoliberal subjectivation: Brazil’s Midwest caseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis3750050050012370reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/279bf4ac-3fa1-41a4-a94f-58ce61193e80/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/de12cf6b-0e26-4356-b7e2-6d5917df2294/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Danielle Araújo Ferreira Marques - 2023.pdfTese - Danielle Araújo Ferreira Marques - 2023.pdfapplication/pdf2589913http://repositorio.bc.ufg.br/tede/bitstreams/8364de98-2c13-4b95-b2f8-b9e689f31638/download06523c73a3579626f30c99a7317ce760MD53tede/129632023-07-28 11:49:19.561http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12963http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-07-28T14:49:19Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
dc.title.alternative.eng.fl_str_mv |
High school curriculum, governmentality and neoliberal subjectivation: Brazil’s Midwest case |
title |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
spellingShingle |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste Marques, Danielle Araújo Ferreira Neoliberalismo Reforma do ensino médio Currículo do ensino médio Análise crítica do discurso Neoliberalism High school reform High school curriculum Critical discourse analysis CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
title_full |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
title_fullStr |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
title_full_unstemmed |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
title_sort |
Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste |
author |
Marques, Danielle Araújo Ferreira |
author_facet |
Marques, Danielle Araújo Ferreira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, João Ferreira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9753142663168623 |
dc.contributor.referee1.fl_str_mv |
Oliveira, João Ferreira de |
dc.contributor.referee2.fl_str_mv |
Assis, Lúcia Maria de |
dc.contributor.referee3.fl_str_mv |
Alves, Miriam Fábia |
dc.contributor.referee4.fl_str_mv |
Oliveira, Valdirene Alves de |
dc.contributor.referee5.fl_str_mv |
Gouveia, Andréa Barbosa |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1473081683423606 |
dc.contributor.author.fl_str_mv |
Marques, Danielle Araújo Ferreira |
contributor_str_mv |
Oliveira, João Ferreira de Oliveira, João Ferreira de Assis, Lúcia Maria de Alves, Miriam Fábia Oliveira, Valdirene Alves de Gouveia, Andréa Barbosa |
dc.subject.por.fl_str_mv |
Neoliberalismo Reforma do ensino médio Currículo do ensino médio Análise crítica do discurso |
topic |
Neoliberalismo Reforma do ensino médio Currículo do ensino médio Análise crítica do discurso Neoliberalism High school reform High school curriculum Critical discourse analysis CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Neoliberalism High school reform High school curriculum Critical discourse analysis |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This thesis, entitled High School Curriculum, Governmentality and Neoliberal Subjectivation: Brazil’s Midwest Case, is part of the research group State, Policies and History of Education, of the Graduate Program in Education, at the Federal University of Goiás. Among the mechanisms for materializing the reform of Secondary Education, put into practice through Provisional Measure No. 746, in September 2016, later converted into Law No. 13.415, in February 2017, there is the institution of a Common National Curriculum Base for High School (BNCC-EM), approved in December 2018. The BNCC-EM is effectively materialized in schools through the Curriculum Documents proposed by the States of the federation for the Secondary Education. Considering the impact of the institution of these new curricular paradigms for young Brazilian students, mainly regarding the neoliberal discourse propagated through the reformist context and the approval of a basis for the secondary curriculum, an attempt was made to investigate the proposed curricular policies in the states of the Midwest region of Brazil after the approval of BNCC-EM. Specifically, the objective was to analyze the Curriculum Documents approved by the States of Mato Grosso, Mato Grosso do Sul and Goiás and the Federal District, seeking to examine the discourses proposed by them and how they approach or distance themselves from the neoliberal discursive practice instituted by the secondary reform and BNCC-EM. The theoretical framework that permeates the understanding of the researched context considers the premise that the State is crossed by neoliberal ideas and, at the same time, constituting itself through its norms, reflects and materializes them in the policies it promotes, thus contributing to the institution of subjectivities that are consistent with them, as discussed by Dardot and Laval (2016), Safatle (2021), among other authors. The curriculum field, as well as the field of education, in this way, is conceived in the midst of disputes for hegemony and, therefore, is understood here as a construction that reflects interests, as pointed out by Apple (2006), but which also builds discourses, as analyzed by Lopes (2019) and Lopes and Macedo (2011). As a methodological instrument, but also as a field that contributes to the theoretical understanding of the research, the Critical Discourse Analysis proposed by Norman Fairclough (1989, 2010, 2012, 2016) was used, understanding that its contributions are consistent with the critical perspective with which it was intended to develop the discussion and the problematizations done. The analyzes indicate that the Curriculum Documents of the Midwest region of Brazil are close to the reformist neoliberal context and, more specifically, to BNCC-EM, while using terms and expressions indiscriminately, as well as discourses that naturalize and legitimize the ills that are consequence of the neoliberal context, seeking to institute subjectivities that incorporate values of adaptability and resilience, even though coated with the defense of responsibility and flexibility which would contribute to the development of Brazilian society. However, as these documents were built by different agents of the educational field, other discourses were also observed that, even timidly, seek to contrast the meanings that intend to be hegemonic, putting on the agenda structural questions of the neoliberal order that continue to impact the educational field of the Secondary Education, what could contribute to the establishment of new discursive practices that effectively favor young Brazilian students. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-07-28T14:47:57Z |
dc.date.available.fl_str_mv |
2023-07-28T14:47:57Z |
dc.date.issued.fl_str_mv |
2023-06-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MARQUES, D. A. F. Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste. 2023. 274 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2023. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12963 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000003gqx |
identifier_str_mv |
MARQUES, D. A. F. Currículo do ensino médio, governamentalidade e subjetivação neoliberal: o caso do Centro-Oeste. 2023. 274 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2023. ark:/38995/0013000003gqx |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12963 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
37 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
dc.relation.department.fl_str_mv |
12 |
dc.relation.cnpq.fl_str_mv |
370 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Goiás |
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Programa de Pós-graduação em Educação (FE) |
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UFG |
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Brasil |
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Faculdade de Educação - FE (RMG) |
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Universidade Federal de Goiás |
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Repositório Institucional da UFG |
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tasesdissertacoes.bc@ufg.br |
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