Efeitos de sentido do discurso do/sobre o “Novo Ensino Médio”

Abstract

When Michel Temer assumed the presidency of Brazil, in 2016, he promoted reforms on an emergency basis. The first of these occurred through Provisional Measure (MP) 746/2016, which amended the Law 9.394/1996 (LDB), bringing structural changes to high school. This dissertation intends to answer the following questions: what is “new” in this “New High School” relating to the educational public policies of school education of the working class?.Which discursive memories are triggered in the discourse about the “New High School?” What are the effects of meaning produced by the discourse of a "New High School"? This study aims to understand what is the High School that is nowadays assumed to be “old”, investigating the conception of education presented as "New”, in relation to the educational policies of the working class formation. It was used a qualitative approach, having as main source of data collection a documental survey, and bibliography resource. For the analysis of the data the Discourse Analysis of pêcheuxtian origin was taken as the theoretical-methodological reference, which includes the discourse as a point of convergence between language, history and ideology. The research is based on authors such as: Pêcheux (2014a), Orlandi (2015), Behring e Boschetti (2011), Souza (2008), Saviani (2012) among others. The analysis corpus was composed of discursive sequences taken from the magazine "O novo Ensino Médio", guiding instrument of the Educational Reform of the 1990s; the Exposição de Motivos 84/2016/MEC, that followed the MP 746/2016; the Law 9.394/1996, after the changes; from advertisements issued by the Ministry of Education (MEC) in the intersection between MP 746/2016 and the Law 13.415/2017; and clippings from four reports from the MEC‟s website about this Reform. The study has shown that the access of the working class at this stage of teaching occurred with the configuration of the public policies in Brazil. However, this access followed with the institutionalization of a dualistic high school: one propaedeutic, another professionalizing. The materialized sayings in the "New High School" paraphrase sayings that mark this historicity, repeating the matrix of meaning of what has been defined as education for the "low-income youth." There is also polysemy, because it produces different meanings from the perspective of education present in the Resolution CNE/CEB 2/2012, in which anticipated an education with quality socially recognized that privileged the integral education. It retakes the conception of education of the "Pedagogies of learning to learn", and restricts in the context of the implantation of neoliberalism, and it appreciate for the development of the capacity of adaptation of the individuals to the context of the capitalist society. It was verified that this "Reform" has the effect of sense of "counter reform", because its essence is of undoing of what existed before, reconfiguring the educational policies, when withdrawing rights. The study points to a possible emptying of the scientific content of public schools with a deepening of the duality between public and private teaching, contributing to the increase of social inequalities in Brazil.