Trabalho, formação humana e currículo: uma análise crítica dos discursos da agenda política de currículo no contexto do Novo Ensino Médio

Abstract

This dissertation presents qualitative and documentary research into the discourses surrounding curriculum policy in the context of the New High School. The central objective of the work is to identify the discursive strategies through which consensus is built on the political agenda for the NEM curriculum. To achieve this objective, we identified the ethical-political foundations of the proposed changes; an understanding of the interests of national and international organizations; and the conceptions of work, curriculum and human formation that guide the counter-reform. The research uses Historical-Dialectical Materialism as its theoretical framework, using the Gramscian concepts of work as an educational principle, the expanded state and the organic intellectual as categories of analysis to understand the educational disputes in secondary education in the specific Brazilian history of dependent capitalism. It also uses categories to understand the concept of work, such as the ontological and historical determination of work, abstract and concrete work, simple and complex work, manual and intellectual work. In contrast to the critical perspective, the concepts of Skills Pedagogy and Human Capital are added. The methodological framework employed is Critical Discourse Analysis, using the concepts of generic structure, intertextuality, interdiscursivity, representation of social actors, evaluation and modality. The corpus of analysis consists of three documents: Law no 13.415/2017; Skills and employment: an agenda for youth (WORLD BANK, 2018); Life Project. The Role of School in the Lives of Young People (LEMMAN FOUNDATION, 2018). The first step was to discuss the conceptions of work, human formation and curriculum from a historical-critical perspective, contrasting them with liberal conceptions. Then we discuss the historical construction of Brazilian educational policies and the specificities of the NEM. Finally, through the analysis of the corpus, a dialog between Historical-Dialectical Materialism and Critical Discourse Analysis is formed. As a result, the unveiling of the discursive strategies allowed us to understand the meanings of the texts, beyond their discursive appearance, revealing the obscurantist essence of the counter-reform.