A reforma do Ensino Médio e o projeto ultraliberal de formação da classe trabalhadora
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Trindade, Debora Cristine
 |
| Orientador(a): |
Orso, Paulino José
|
| Banca de defesa: |
Orso, Paulino José
,
Derisso, José Luis
,
Malanchen, Julia
,
Ramos, Marise Nogueira
,
Carvalho, Celso do Prado Ferraz de
|
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7529 |
Resumo: | This thesis aims to investigate the correlations of forces implicit in the reform of secondary education, regulated by Law nº 13.415/2017. To this end, three specific objectives are proposed: a) to investigate the characteristics of ultra-liberal policies present in the organization of Brazilian educational policy and in the education of working-class children, especially at secondary level; b) to examine the curricular reforms that have occurred in Brazil, from the Law of Guidelines and Bases for National Education nº 9.394/1996 to the implementation of Law nº 13.415/2017; c) to investigate how the adaptation of ultra-liberal policies occurs by exposing the implementation of the reform of secondary education in the state of Paraná. As a methodological strategy, considering work as a founding category of human formation and inherent to education, a historical retreat is made to understand the reforms of Secondary Education at the federal level, articulating them with the economic, political and social organization, focusing on educational policies implemented between the 1990s and the present day. The analysis included Provisional Measure nº 746/2016, Law nº 13.415/2017, and the National Common Curricular Base (CNE/CP Resolution nº 4/2018), which set the guidelines for contemporary educational policies in the country. The implementation of the reform and its disastrous effects, resulting from the underlying objectives of worker training and the organization and maintenance of class society, was exemplified by the arrangement in the state of Paraná. As permitted, the focus of high school in Paraná is on socio-emotional training, entrepreneurship, and life projects, with a program based on formative pathways and the use of digital platforms, emphasizing external assessments. The bibliographic research, prepared from previously published materials, covers the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel, the main journals of Brazilian public universities, and the proceedings of symposia, seminars, and events in education held in recent years. Finally, the need to defend HistoricalCritical Pedagogy as a revolutionary and alternative theory in the face of the intensification of liberal policies is reaffirmed, since its commitment to the working class and human emancipation permeates the valorization of school, classical content, education professionals and the critical training of youth. This research seeks to contribute to the debate on the rationalization of liberalism and market policies, present in various sectors of society, which legitimize the functioning of the State apparatus, including in the organization of education through Law nº 13.415/2017, both at the national level and specifically in the state of Paraná. The aim is to advance the debate on the possibilities of confronting education and public schools by teachers and students in the confrontation and fight against the reform of high school, which runs counter to the valorization of schools, education professionals, and the critical education of young people through the knowledge developed. Thus, the resistance and struggle of the working class, to guarantee access for all to what has already been developed by the productive forces, has work as a natural need of man, and, to this end, education is not merely instrumental, but rather has an ontological foundation, aimed at maintaining human life and understanding and transforming social reality. |