A reforma do ensino médio no governo do Michel Temer (2016 - 2018)

• Ano de defesa: 2019
• Autor(a) principal: Francely Priscila Costa e Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Políticas Educacionais; Formulação de Políticas Públicas; Reforma do Ensino Médio (2017); Influência dos Organismos Internacionais; Educação; Educação e Estado; Reforma do ensino - Brasil; Educação - Políticas públicas; Política e educação; Organizações internacionais
• Link de acesso: http://hdl.handle.net/1843/32634

The High School, the last stage of basic education, was the target of another reform in the Michel Temer‟s Government (2016 - 2018), soon after the impeachment of President Dilma Rousseff. The main goal of this dissertation is to understand how that policy was formulated, which began with the submission of Provisional Measure n. 746/2016 to the National Congress, which was regulated by Law n. 13.415/2017. This reform brought changes in the high school organization, with the implementation of a flexible curriculum, composed of a general stage with a workload of 1800 hours, which should respond to the Base Nacional Comum Curricular para o Ensino Médio (BNCCEM) and the rest distributed by five formative itineraries, which must be implemented according to the budget availability of the school units and their infrastructure. It imposed as obligatory subjects only Portuguese, Mathematics and English and introduced studies and practices of Sociology, Philosophy, Arts and Physical Education. It also regulated the progressive extension of the journey to 1400 hours/year, starting only in 500 schools, about 2.5% of the high schools in the country. This research sought to identify the internal and external bases that this reform was based on. For this purpose, a documentary and bibliographical study was carried out, seeking to obtain the international documents, mainly from Unesco, World Bank and OECD and its recommendations for general education in general and high school in particular. It also raised the interests of the entrepreneurs through the high school organized by the Todos pela Educação movement and its partners. The objective of these surveys and analysis of documents was to know the influences that these international organizations and the Brazilian entrepreneurs community had on the reform. It was sought to show how education policy is becoming increasingly global, rather than simply a national or local issue. As the focus of this investigation was the formulation of the policy for high school post coup, it was sought to further analyze the political, economic and social context in which this reform was proposed and approved. As methodological tools, bibliographical research, based on academic articles, dissertations, theses and books was carried out in order to appropriate of the analyzes already carried out about the High School reform and the process of globalization of education. Also documentary study (laws, decrees, resolutions, reports, etc.) about high school. To the study of this documents, content analysis was used. This dissertation concluded that this is a reform strongly influenced by the dictates of international organizations in line with the demands of the Brazilian entrepreneurs community and the conservative group that assumed the Brazilian government with Michel Temer. It is a reform that deprives young people of their rights to general education, what may limit their ability to reflect and their autonomy. It is about restricting the public high school to an instrument aimed at training students to the labor market through a precarious technical-professionalizing education, which can also lead to precarious jobs. This leads us to conclude that this reform does not innovate, only refers to the old duality of the Brazilian high school sistem, where the most privileged students have access to higher education while the children of workers go to an early professionalization and with few possibilities of continuity.