Reforma do Ensino médio: do discurso do “currículo atrativo aos jovens” aos interesses do capital em crise

Abstract

The following work, bound to the research line History and Politics of Education and the Research Group Public Policies History and Discourse (GEPPHED), analyzes the discourse materialized in the proposal for reformulation of the high school, present in Law 13.415 / 2007 (former Provisional Measure 746/2016) and in the Explanatory Memorandum No. 00084/2016 / MEC4 which accompanied MP 746/16 of the Minister of Education José Mendonça. This legal entity established by the Brazilian State stands up for the idea that it is necessary to change the educational formative structure of high school, aiming at offering an “appealing curriculum” to young people and converging with the demands for “sustainable development”. In this sense, we aim, in this paper, from the methodological theoretical assumptions of Discourse Analysis of French line refined by Pêcheux, as well as the theoretical formulations of Marx, Lukács and Mészáros, to unveil the senses of this saw; the place from which it is stated; whom it attends; to whom it is intended; how reform speech works; why it arises and, mainly, reveal the unspoken and the muted, to understand the real interest of the reform and the possible implications of this discourse in the school formation. The research showed that the discourse of the High School Reform, considering the clash between classes in the capitalist society developed by Marx, is established in the field of discourse - Discursive Formation - of the market, inscribed in the Ideological Formation of Capital in structural crisis. This model of high school meets the demands of the World Bank and the education business, imposing, with the entrance of formative itineraries and technical education, a curriculum linked to the immediate and local demands of the market, unveiling the extremely pragmatic and utilitarian perspective, based on results for the market. In this sense, we note that the sense of flexibility of the curriculum contained in the reform, is part of the conceptual and ideological framework of flexible learning in the framework of flexible accumulation, which points to the consolidation of a public education project for the working class, based on precarious training and preparation for simple activities to take up an occupation. At the same time, the consequences of its application imply a complete separation between the objectives of public and private schools, in which the former will form for simple work and the latter for entry into higher education, which will contribute to the increasing of the social inequalities.