O discurso da reforma do ensino médio e suas implicações para a formação da classe trabalhadora

Abstract

This research is linked to the research line History and Politics of Education and the research group Public Policies: history and discourse, and its object of study is the reform of High School, from the conversion of Provisional Measure No. 746 of 2016 into law No. 13,415 of 2017. This reform was presented to society as an innovation, caused and cultivated by the technological-innovator, free of political interference. In view of this, this study has as its generais objective: to contribute to a critical positioning of educators about the reform of Secondary Education in order to highlight its consequences for the formation of the working class. As specific objectives: i) analyze the discourse materialized in the law of No. 13,415 of 2017; ii) demonstrate the implications of the discourse of the law of No. 13,415 of 2017 for the formation of the working class; iii) unveil the effects of meaning of discourse in the school education of youth in high school. In this perspective, the research problem refers to the following question: what are the implications of the neoliberal discourse present in the High School reform for the formation of the working class? With this, it is necessary to observe the conditions of production of this discourse in two perspectives: broad and restricted. The first expresses the relations of production, with its socio-historical load; the second refers to the immediate conditions that engendered the production of the discourse. To achieve this, it was necessary to appropriate the theoretical-methodological assumptions of Pecheutian Discourse Analysis, based on Dialectical Historical Materialism. Based on the Conditions of Production, the research corpus was constituted, listing eight discursive sequences for analysis, taken from the text of the "new" High School law and the National Curriculum Guidelines for High School, 2018 update. Thus, it is verified that the hegemonic classes align themselves with the State for the development of education policies that modify educational legislation, especially with regard to achievements that help and serve, in some aspects, the working class, in order to implement "new" curricula and new pedagogical practices that can privilege the ideologies of capital and form subjects convinced that their social function is precarious work, without social rights.