Anticorpos, multidões e alianças no currículo do “faça acontecer!”

• Autor(a) principal: Unger, Lynna Gabriella Silva
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15093
• topic: Educação e Estado; Reforma do ensino; Brasil; Ensino médio; Ensino médio no Brasil; Biopolítica; Identidade de gênero na educação; Educação; Diferenças; Discursos; Gêneros; Education; Differences; Discourse; Gender; Educación; Diferencia; Género; CIENCIAS HUMANAS::EDUCACAO

This thesis addresses the process of implementing the new curriculum for Full-Time High School (EMTI) arising from the Provisional Measure that instituted the reform of High School, marking the update with an outdated policy, which distances Brazil from a democratic education. In this context, the study aims to analyze the curricular functioning of the EMTI in an Aracajuan school scenario, which triggers discursivities of "make it happen", engenders young-students-subjects of specific types and produces experiences that escape the prescriptions amidst many clashes, alliances and confrontations. Postcritical inspired research establishes connections with Foucauldian studies, using the notions of discourse and governmentality. To this end, we present the experience of a post-critical ethnographic practice at the intersection with the curriculum and the school floor, seeking to reflect on the theoretical-methodological categories and the encounters experienced in the field. In these unique relationships experienced at school, we saw an education taking place that, despite attempts at control and regulation, also functions as a machinery for the creation of other meanings, a machinery of resistance. On the one hand, the EMTI curriculum engenders governmentality practices that seek to frame all subjects as subjects-entrepreneurs of their own lives, who make it happen, in the sense of producing a behavior guided by the precepts of protagonism, competition, excellence and performativity. On the other hand, in the midst of all this old innovation of the new high school, bodies pulse other lives, behave like crowd-subjects, disdain the futures that are offered to them, tear up the exercises of sameness and prejudice that apply to them.