A reforma do ensino médio: (des)caminhos da educação brasileira educação

• Autor(a) principal: Mello, Fábio Machado
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/22975
• topic: Reforma do ensino médio; Lei nº 13.415/2017; BNCC; Privatização da educação; High school reform; Law nº 13.415/2017; Privatization of education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study had as object of investigation the “new” high school reform, examining the development context context of the proposal as well as its political-pedagogical content. Methodologically we the fundamentals of the qualitative approach, also doing a literature research from which the texts of the secondary education reform were analyzed, the law nº 13.415/2017, Brazilian National Common Curricular Base (BNCC/2018) and National Curricular Guidelines for Secondary Education (DCNEM/2018) of the reform, and it was analyzed the orientations and political and educational conceptions of International Monetary Fund (IMF), World Bank (WB) and United Nations Educational, Scientific and Cultural Organization (UNESCO). The paper had the purpose of investigating the context, influences, individuals and institutions involved, in the process of development and approval of the reform and comprehend the political and education meanings (implicit and explicit) materialized in high school reform. The specific objectives were based on: analyze the main changes promoted by the Law n. 13.415/2017 and DCNEM/2018; discuss the curriculum proposal and the political-pedagogical foundations of the BNCC 2018; comprehend how the reform fits into the context of the offensive of neoliberal policies; analyze to what extent this reform is articulated with business interests; exploratory analysis of the effects of curriculum reform on the work of high school teachers. The research shows evidence of capital offensive on education, this evidence is materialized in the bourgeois class influencing and co-opting the state sphere with the purpose of refounding the social imagination, the making of the working class and the pedagogical concepts that guide public education in the country. It is understood that the reform constitutes a deepening of the privatizing processes already faced in high school, as well as contributes to the precariousness of teaching, precariousness and control over the work of teachers, for the flexible and pragmatic formation of young people, transforming high school into the final stage of education for the majority of Brazilian youth.