Protagonismo juvenil na contrarreforma do ensino médio (lei 13.415 de 2017) em Santa Catarina: formação da juventude para o trabalho flexível
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Godinho, Ana Gabrieli
 |
| Orientador(a): |
Martins, Suely Aparecida
|
| Banca de defesa: |
Martins, Suely Aparecida
,
Santos, Franciele Soares dos
,
Silva, Filomena Lucia Gossler Rodrigues da
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Ciências Humanas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7699 |
Resumo: | This work is related to the research line Society, Knowledge and Education, of the Postgraduate Program in Education of the State University of Western Paraná (Unioeste), and its object of study is the protagonism of youth in the New High School of the State of Santa Catarina. To deal with this subject, it is necessary to discuss the issue of protagonism. To do this, it was necessary to understand how neoliberalism was constructed and constituted as a hegemonic socio-economic doctrine, which is currently reflected not only in the economy, but also in society, culture, education, and other sectors. Neoliberalism has shaped new forms of behavior and social relations, thus affecting youth protagonism. Work still goes back to the production models that capitalism went through, such as Taylorism/Fordism and Toyotism, also known as flexible production and accumulation, which continue to this day. Neoliberalism and the flexible society have entered the Brazilian education system by implementing reforms, mainly of a curricular nature. Attention is drawn to the reform of secondary education, called counter-reform by some authors, such as Ramos and Frigotto (2016), legitimized by Law No. 13.415/2017, which has the support of the Base Nacional Comum Curricular para o Ensino Médio (BNCCEM, acronym in Portuguese) to establish the curriculum. The New High School is full of protagonist ideals for the formation of life projects of the students, as well as the resumption of training aimed at building competencies and skills, an aspect that was very widespread in the 1990s, the same period in which neoliberalism was advancing. Considering this whole context, the aim of this dissertation was to analyze the role of young people in the documents of the New High School prepared by the Department of Education of Santa Catarina. The methodology used is documentary research based on the Currículo Base do Ensino Médio do Território Catarinense: Caderno 1 - disposições gerais (2021) and the Roteiros Pedagógicos do Componente Projeto de Vida (2021). The authors used were Dardot and Laval (2016), Ianni (1998), Ibarra (2011), Harvey (1992, 2008), among others, to deal with political-economic changes and neoliberalism. Zibas, Ferreti and Tartuce (2006), Souza, R. M. (2006, 2009), Siqueira (2021), Silva (2018), Quadros (2020), among others, contributed to the reflection on the counter-reform of secondary education and the expression of youth protagonism. Other theorists were mobilized to support the discussions on Taylorism, Fordism, Toyotism, international organizations, third sector organizations, curricular changes/reforms that have taken place in Brazil since the 1990s and the neoliberal advance. The results show that the counter-reform of secondary education and its emphasis on youth protagonism, combined with the construction of life projects, entrepreneurship and the formation of competencies and skills, correspond to the neoliberal and market interests of adapting to the society of flexible capitalism as a possible solution to structural unemployment |