O novo ensino médio e a formação omnilateral: concepções docentes sobre ensino médio em tempo integral com ênfase em empreendedorismo aplicado ao mundo do trabalho da rede estadual de educação do Rio de Janeiro

Abstract

This dissertation aims to analyze the consolidation of the ideology of entrepreneurship, in the midst of High School business counter-reform, having as a focus teachers' conceptions about the curricular changes implemented by the State Departament of Education of Rio de Janeiro (SEEDUC-RJ) through the Full-time Program of Education of Rio de Janeiro. In this direction, we take as object of study Full-time High School (EMTI) with Emphasis on Entrepreneurship Applied to the World of Work (EMTI in Entrepreneurship) - a modality of high school offered by SEEDUC-RJ. From the perspective of historical-dialectical materialism, the analysis belongs to the field of Work and Education, relying on the qualitative methodology to investigate the conceptions of male and female teachers about entrepreneurship. For data collection, several research techniques were used: investigation of scientific production (theses, dissertations and articles on the subject); documentar analysis, having as main primary sources normative documents from SEEDUC-RJ about High School and EMTI in Entrepreneurship and Federal Law No.13.415/2017, which institutes the counter-reform of high school; the application of interviews through questionnnaires and execution conversation wheel with teachers from regular state public high school located in the Municipality of Maricá-RJ. During the interactions, teachers discussed the connection between the National Common Curricular Base (BNCC) and the 'new' High School, the following questions were addressed: (i) how the course in EMTF in Entrepreneurship relates with the reform proposed by the Law No. 13.415/2017; (ii) which are teachers’ conceptions about this teaching model; (iii) to what extent the course reinforces the duality of Brazilian educational system; and (iv) which conformation/ resistance movements are undertaken by teachers in relation to encouraging entrepreneurship as a means of professional insertion for young people from popular classes. The analysis of teachers’ conceptions based on interactions showed conformation with the current model of High School and misunderstanding regarding the term entrepreneurship, with few questions about the purposed of entrepreneurship training. Results indicate that the teaching network of the State of Rio de Janeiro served as a ‘laboratory’ for the current high school counter-reform and that the curricular arrangements developed were strongly influenced by Ayrton Senna Institute (IAS). In addition, results point out the implicit goals of stimulating entrepreneurship in the present phase of flexible accumulation regime and the meaning of ideology of entrepreneurship in Brazilian historical specificity.