Os projetos educacionais para a juventude brasileira a partir da reforma do ensino médio - Lei 13.415/2017

Abstract

This thesis aims to analyze the educational project for the Brazilian youth, which is expressed in the High School Reform. For such clarification, analysis was unfolded into specific goals: 1) Analyze the movement of social and business demands that preceded and culminated in the law no. 13,415/2017 and its relationship to global and Brazilian capitalism and 2) Analyze the purpose, content, organization models and subjects from High School defined by law no. 13,415/2017 and their relations with demands, interests and corporate models in dispute. The methodology used was the analysis of documents, literature produced regarding the subject and quantitative data. The project for the Brazilian youth characterized as liberal was the one expressed in law no. 13,415/2017. It met the demands from the private sector with the possibility of partnerships not only in the training routes, but also in the preparation of the curriculum and the lesson plans at the schools. This proposal brings intrinsically the maintenance of a split society into social classes, from a narrative that apparently lets the young people to choose, to make their life plan and in a curriculum based on competencies and skills. Behind this narrative, there is harnessing between the productive sector demands, specially from the fourth industrial revolution, expressed in the industry 4.0, stem from the socioemotional skills and emphasizing entrepreneurship expressed in the training routes, as well as the consensus between the discourses from World Bank and the Brazilian government related to Brazilian education. The other project characterized as critical stands up for an Integral Human Formation which focuses on the knowledge beyond the required by the labor market. It advocates the integration of the school environment and the curriculum through structuring routes and the interdisciplinarity directed or not for a professional qualification. This education shifted to the integrality of the human being was defended on the DCNEM in 2012 and in all the discussion processes of the law project no 6840/2013 and also the Provisional Measure no. 746/2016. The participating committees from public hearing of law project no. 6840/2013 and Provisional Measure no. 746/2016 were basically the same. It is understandable that the changes are in the governments, highlighting that law project no. 6840/2013 was drafted during Dilma Roussef’s government from a more democratic and participative way and the class forces gave voice to education workers. This is verified with the indication of the Substitutive, which on the forces correlation, made changes possible, looking for a proximity with what prescribed the DCNEM from 2012. On the other hand, Provisional Measure no. 746 was drafted during Michel Temer’s government. This procedure was sped up showing a less democratic process, since the interventions during the public hearings by educational entities were hardly considerer. This showed that the coalition of class forces has changed, where the economically dominant class is the one that made its educational project to prevail. All things considered, this work demonstrates that the contradictions between capital and work are expressed in education, in the form of educational projects that favor one over another class. The educational project that supported law no 13,415/2017 was the liberal one, because it dealt with education only from an economic perspective and articulated to the labor market demands.