“Novo” Ensino Médio ou quando o velho está (re)nascendo: consensos e disputas nas regulamentações curriculares dos anos 1990 aos atuais

Abstract

The present study aimed to analyze through which mediations the high school curriculum policy configured by Federal Law 13.415/2017 recovers and/or updates the Pedagogy of Competencies and re-signifies Integrated Training. The research was guided by historical-dialectical materialism as a method of analysis that allows relating the whole and its parts in the constitution of the concrete real, considering the historicity and the mediations that are revealed by the contradictions present in social space/time. From the discussion carried out by Shiroma, Campos e Evangelista (2004) on how educational policies seek to produce hegemony through their discourses, understood in their three-dimensionality and as an expression of intentions of class fractions, however, which are not simply accepted and implemented, but also are re-signified in accordance with the intentions of those who implement it, which may result in counter-hegemonic movements, we proposed the methodology of conceptual analysis of documents for the present study in the search for understanding such mediations and contradictions present in contemporary educational policies. The work was developed through a bibliographic review on the historicity of Brazilian social formation and its contemporary materiality, using the works of Florestan Fernandes (2009), Francisco de Oliveira (2013), Ruy Mauro Marini (1973) and Armando Boito Jr. (2018) our economic and social development, and the historicity of the relationships established by Brazilian social classes; the "new" patterns of subjectivities necessary for the performance of subjects in neoliberalism, since the flexibility element in the capitalist mode of production requires efficient individual performance and that contributes to the accumulation of capital, for this we base the studies with the works of Pierre Dardot and Christian Larval (2016), Giovanni Alves (2011) and Graziany Penna Dias (2019); we recover the theoretical and epistemological bases of Pedagogy of Competencies in the work of Marise Ramos (2011a), its implementation strategy through the international evaluations described by Rodrigo da Silva Pereira (2016) and what is new in competences as a policy for education internationally demonstrated by José Gimeno Sacristán (2011); and how is a re-signification of the concept of Integrated Training in the idea of Training Itineraries proposed by Law No. 13.415/17 through the analysis of the National Curriculum Guidelines for Secondary Education and for Vocational Education of Technical Level elaborated starting homologation of the Law of Directives and Bases of National Education nº 9.394/96 until those instituted in accordance with the aforementioned.