The High School counter-reform and the loss of social rights in Brazil
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Roteiro (Joaçaba. Online) |
Texto Completo: | https://periodicos.unoesc.edu.br/roteiro/article/view/22528 |
Resumo: | This article seeks to identify, describe and analyze the processes and effects of the High School counter-reform, regulated by the law 13.415/17, and its loss of social rights, especially for the Brazilian youth. The High School in Brazil, last level of compulsory education, has suffered many reforms proposed by the Federal or states governments in the last two decades. By studying the law 13.415/17, in this article we initially focused on the analysis of the counter-reform effects on the school subjects. After that, we examined the curricular structure proposal and the National Curriculum Common Core for the High School. The argument is that the flexibility proposed in the curriculum simplifies the purpose of the compulsory education to the preparation for the labor market, restricts and reduces the offer, increases the educational inequalities and can justify legally the public schools privatization. The conclusion is that the counter-reform represents a coup against the Brazilian education, because it doesn’t consider the characteristics of the current High School (the teacher’s labor conditions and the infrastructure of the schools), the achievements and orientations in the Educational National Plan (2014 – 2024), the subjects’ experiences and knowledge and the researches that had been developed about the theme. The use of the concept “counter-reform” strengthens the analysis of the regressive processes regarding social rights when considering this initiative. |
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The High School counter-reform and the loss of social rights in BrazilLa contra reforma de la escuela secundaria y la pérdida de derechos sociales en BrasilA contrarreforma do Ensino Médio e as perdas de direitos sociais no BrasilEnsino MédioContrarreformaJuventudeCurrículoDesigualdades escolaresHigh SchoolCounter-reformYouthCurriculumSchool inequalitiesEscuela secundariaContrarreformaJuventudCurrículumDesigualdades escolaresThis article seeks to identify, describe and analyze the processes and effects of the High School counter-reform, regulated by the law 13.415/17, and its loss of social rights, especially for the Brazilian youth. The High School in Brazil, last level of compulsory education, has suffered many reforms proposed by the Federal or states governments in the last two decades. By studying the law 13.415/17, in this article we initially focused on the analysis of the counter-reform effects on the school subjects. After that, we examined the curricular structure proposal and the National Curriculum Common Core for the High School. The argument is that the flexibility proposed in the curriculum simplifies the purpose of the compulsory education to the preparation for the labor market, restricts and reduces the offer, increases the educational inequalities and can justify legally the public schools privatization. The conclusion is that the counter-reform represents a coup against the Brazilian education, because it doesn’t consider the characteristics of the current High School (the teacher’s labor conditions and the infrastructure of the schools), the achievements and orientations in the Educational National Plan (2014 – 2024), the subjects’ experiences and knowledge and the researches that had been developed about the theme. The use of the concept “counter-reform” strengthens the analysis of the regressive processes regarding social rights when considering this initiative.El artículo busca identificar, describir y analizar los procesos y efectos de la contra reforma de la escuela secundaria, regulada por la Ley N ° 13.415 / 17, y la consiguiente pérdida de derechos sociales, especialmente para juventud brasileña. La escuela secundaria en Brasil, la última etapa de la educación básica, ha sufrido reformas frecuentes en las últimas dos décadas, propuestas por los gobiernos nacionales o por iniciativa de los propios estados federativos. Desde la apreciación de la Ley 13.415 / 17, se privilegia, en un primer momento, el análisis sobre los efectos de la contra reforma lós sujetos de la escuela (jóvenes estudiantes y profesores). Luego, examinamos la organización curricular propuesta y la Base Curricular Nacional Común para la escuela secundaria. Se argumenta que la propuesta de flexibilización reduce la educación básica a la preparación para el mercado laboral, restringe y acorta la oferta, amplía las desigualdades educativas y proporciona una base legal para la privatización de la educación pública. Se concluye que la contrarreforma es un duro golpe para la educación brasileña, porque no consideró la realidad de la actual escuela secundaria (las condiciones de trabajo de los docentes y la infraestructura existente en las escuelas de hoy), los avances y orientaciones contenidos en el Plan Nacional. Educación (2014-2024), las experiencias y conocimientos de los sujetos y las investigaciones ya realizadas. El uso del concepto de contra reforma contribuye al análisis de los procesos regresivos para el avance de los derechos sociales frente a esta iniciativa.O artigo busca identificar, descrever e analisar os processos e os efeitos da contrarreforma do Ensino Médio, regulamentada pela Lei n. 13.415/17, e a consequente perda de direitos sociais, especialmente para a juventude brasileira. O Ensino Médio no Brasil, última etapa da educação básica, tem sofrido frequentes reformas nas últimas duas décadas, propostas pelos governos nacionais ou por iniciativa dos próprios estados federativos. A partir da apreciação da Lei n. 13.415/17, privilegia-se, em um primeiro momento, a análise sobre os efeitos da contrarreforma para os sujeitos da escola (jovens estudantes e corpo docente). Em seguida, examina-se a proposta de organização curricular e a Base Nacional Curricular Comum para o Ensino Médio. Argumenta-se que a proposta de flexibilização reduz a educação básica à preparação para o mercado de trabalho, restringe e abrevia a oferta, amplia as desigualdades educacionais e oferece base legal para a privatização do ensino público. Conclui-se que a contrarreforma se configura como golpe à educação brasileira, pois não considerou o quadro geral do Ensino Médio atual (as condições de trabalho das(os) docentes e a infraestrutura existente hoje nas escolas), os avanços e orientações contidos no Plano Nacional de Educação (2014-2024), as experiências e os saberes dos sujeitos da escola e as pesquisas já desenvolvidas na área. O uso do conceito de contrarreforma potencializa a análise dos processos regressivos aos avanços dos direitos sociais diante dessa iniciativa.Universidade do Oeste de Santa Catarina2020-06-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2252810.18593/r.v45i0.22528Roteiro; Vol. 45 (2020): Roteiro; 1-26Roteiro; Vol. 45 (2020): Roteiro; 1-26Roteiro; Vol. 45 (2020): Roteiro; 1-26Roteiro; v. 45 (2020): Roteiro; 1-26Roteiro; Vol. 45 (2020): Roteiro; 1-262177-60590104-431110.18593/r.v45i0reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/22528/14286https://periodicos.unoesc.edu.br/roteiro/article/view/22528/15680Copyright (c) 2020 Adriana Maria Cancella Duarte, Juliana Batista dos Reis, Licinia Maria Correa, Shirlei Rezende Sales info:eu-repo/semantics/openAccessDuarte, Adriana Maria CancellaReis, Juliana Batista dos Correa, Licinia MariaSales , Shirlei Rezende2022-08-16T12:32:48Zoai:ojs.periodicos.unoesc.edu.br:article/22528Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2022-08-16T12:32:48Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false |
dc.title.none.fl_str_mv |
The High School counter-reform and the loss of social rights in Brazil La contra reforma de la escuela secundaria y la pérdida de derechos sociales en Brasil A contrarreforma do Ensino Médio e as perdas de direitos sociais no Brasil |
title |
The High School counter-reform and the loss of social rights in Brazil |
spellingShingle |
The High School counter-reform and the loss of social rights in Brazil Duarte, Adriana Maria Cancella Ensino Médio Contrarreforma Juventude Currículo Desigualdades escolares High School Counter-reform Youth Curriculum School inequalities Escuela secundaria Contrarreforma Juventud Currículum Desigualdades escolares |
title_short |
The High School counter-reform and the loss of social rights in Brazil |
title_full |
The High School counter-reform and the loss of social rights in Brazil |
title_fullStr |
The High School counter-reform and the loss of social rights in Brazil |
title_full_unstemmed |
The High School counter-reform and the loss of social rights in Brazil |
title_sort |
The High School counter-reform and the loss of social rights in Brazil |
author |
Duarte, Adriana Maria Cancella |
author_facet |
Duarte, Adriana Maria Cancella Reis, Juliana Batista dos Correa, Licinia Maria Sales , Shirlei Rezende |
author_role |
author |
author2 |
Reis, Juliana Batista dos Correa, Licinia Maria Sales , Shirlei Rezende |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Duarte, Adriana Maria Cancella Reis, Juliana Batista dos Correa, Licinia Maria Sales , Shirlei Rezende |
dc.subject.por.fl_str_mv |
Ensino Médio Contrarreforma Juventude Currículo Desigualdades escolares High School Counter-reform Youth Curriculum School inequalities Escuela secundaria Contrarreforma Juventud Currículum Desigualdades escolares |
topic |
Ensino Médio Contrarreforma Juventude Currículo Desigualdades escolares High School Counter-reform Youth Curriculum School inequalities Escuela secundaria Contrarreforma Juventud Currículum Desigualdades escolares |
description |
This article seeks to identify, describe and analyze the processes and effects of the High School counter-reform, regulated by the law 13.415/17, and its loss of social rights, especially for the Brazilian youth. The High School in Brazil, last level of compulsory education, has suffered many reforms proposed by the Federal or states governments in the last two decades. By studying the law 13.415/17, in this article we initially focused on the analysis of the counter-reform effects on the school subjects. After that, we examined the curricular structure proposal and the National Curriculum Common Core for the High School. The argument is that the flexibility proposed in the curriculum simplifies the purpose of the compulsory education to the preparation for the labor market, restricts and reduces the offer, increases the educational inequalities and can justify legally the public schools privatization. The conclusion is that the counter-reform represents a coup against the Brazilian education, because it doesn’t consider the characteristics of the current High School (the teacher’s labor conditions and the infrastructure of the schools), the achievements and orientations in the Educational National Plan (2014 – 2024), the subjects’ experiences and knowledge and the researches that had been developed about the theme. The use of the concept “counter-reform” strengthens the analysis of the regressive processes regarding social rights when considering this initiative. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unoesc.edu.br/roteiro/article/view/22528 10.18593/r.v45i0.22528 |
url |
https://periodicos.unoesc.edu.br/roteiro/article/view/22528 |
identifier_str_mv |
10.18593/r.v45i0.22528 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unoesc.edu.br/roteiro/article/view/22528/14286 https://periodicos.unoesc.edu.br/roteiro/article/view/22528/15680 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
dc.source.none.fl_str_mv |
Roteiro; Vol. 45 (2020): Roteiro; 1-26 Roteiro; Vol. 45 (2020): Roteiro; 1-26 Roteiro; Vol. 45 (2020): Roteiro; 1-26 Roteiro; v. 45 (2020): Roteiro; 1-26 Roteiro; Vol. 45 (2020): Roteiro; 1-26 2177-6059 0104-4311 10.18593/r.v45i0 reponame:Roteiro (Joaçaba. Online) instname:Universidade do Oeste de Santa Catarina (UNOESC) instacron:UNOESC |
instname_str |
Universidade do Oeste de Santa Catarina (UNOESC) |
instacron_str |
UNOESC |
institution |
UNOESC |
reponame_str |
Roteiro (Joaçaba. Online) |
collection |
Roteiro (Joaçaba. Online) |
repository.name.fl_str_mv |
Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC) |
repository.mail.fl_str_mv |
roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br |
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