A produção discursiva do ensino médio brasileiro ( 2009- 2019): reformas, orientações e intenções

Abstract

This study is part of the research program of/at the School Culture Observatory (Observatório de Cultura Escolar (OCE)), which takes as sources and objects of study curricular texts/documents produced for formal and non-formal education spaces. In this context, the object of research and the field of analysis are configured in the contours of curriculum policy as a derivation of educational policies. Therefore, we aim to build analyzes about the political-curricular discourses, produced by the State and Governments, in the materialization of reforms, innovations and intentions in Brazilian high school texts/documents between the years 2009-2019, as an expression of the neoliberal linguistic habitus. Result both of the social conditions of the agents, directly involved in the production process, and of the social conditions of the external agents, their eventual consumers. The investigation of curricular policies is based on the history of curricular thinking linked to the school, from the perspective of studying the formal curriculum (official curricular texts/documents) and the context (historical, political, economic, cultural and social). This is because we understand that the discursive movement chooses a series of announcements in favor of a “new” high school, expressed in a set of texts/official curricular documents, designed by reformist policies of innovation and transformation. Among the official texts, we use, as source-objects, curriculum documents published between the years 2009 and 2019, namely: Innovative High School Program (Programa Ensino Médio Inovador) (ProEMI, 2009), General National Curriculum Guidelines for Basic Education (2010), Curricular Guidelines General Nationals for High School (2012), Law 13.415 on High School Reform (2017) and Common National Curriculum for High School (2018). The investigation starts from a set of guiding questions, among them: how educational and curricular policies act in/as an exercise of educational neoliberalism, through reforms, innovations and transformations of Brazilian high school between the years 2009-2019? From the analysis of the discourse, we operate, essentially, with the lexicon of Bourdesian concepts (field, habitus, capital), in order to unveil what is considered natural in the field of curricular policies for high school. We start from the hypothesis that the production of political and curricular speeches in texts/documents for/about High School is guided by educational neoliberalism, which informs changes in orientation, organization and curricular propositions, producing and reproducing the commercial logic, which it acts as a cultivated culture of training competencies considered valid. Among the results achieved, we highlight the propagation of a technocratic vision of society, instituting itself through the discursive link between the so-called skills pedagogy and the reconstruction of work within curriculum policies. The reformed medium level training, based on the selection of competences considered valid, under the promise of employability of the subjects. Educating for pedagogy of the hegemony of educational neoliberalism, schools are constituted in (re) productive bodies insofar as they help to select and certify the workforce. The orientation of learning based on the principles of Pedagogy of Competences interferes with knowledge policies, due to the exacerbation of its utilitarian and pragmatic bias