Base nacional comum curricular do ensino médio: currículo, poder e resistência

Abstract

This research of document analysis, whose theme is the high school curriculum, is linked to the Research Line “State, Policies and Educational Institutions” of the Graduate Program in Education of the Pontifícia Universidade Católica de Goiás (PUC Goiás). The object is the Common National High School Curriculum Base (CNCB-EM). The methodology was the historical-dialectical materialism, with the theoretical foundation being based on policy cycles and content analysis. The research aims to understand how the reformist government (2016 - 2018) resized educational legislation to host a Common National Curriculum Base (CNCB) that would maintain and improve the high school structural curricular duality. The general objective is to analyze the High School CNCB (2018), within the scope of the High School Reform (Law 13.415 / 2017), approved in the reformist context of the post-impeachment government (2016), and its repercussions, in relation to the history of high school curriculum. The specific objectives are: a) historicizing Brazilian basic education, with emphasis on the legal system, and the path of high school throughout the republican legislation until the publication of the CNCB-EM (2018); b) elucidating the curriculum theories and the structural duality of high school; c) analyzing the CNCB-EM, the means and spaces for school and academic-scientific community participation to overcome or maintain the curriculum duality in this stage of basic education; d) analyzing the repercussions of such public policies for school formation, teaching performance and, consequently, the dissemination of scientific knowledge in Brazil. The thesis is structured into four chapters. The first one presentes the method, the theoretical contribution and the object of study, establishing some approximations between the analysis categories and the object. The second deals with basic education in the Brazilian legal system, especially in the high school stage. The third is about curriculum theories and the structural duality of high school, unveiling intersections between curriculum, power, and resistance. The fourth aims at the analysis of CNCB-EM, in the context of the Reform (2017), and its relations with the reformist tradition of Brazilian basic education, focusing on high school. The analysis of normative documents, speeches and actions of political groups and that of the civil society that aim to silence voices contrary to social setbacks, especially in the educational field, observed in the Brazilian reality after the impeachment (2016) and intensified after the 2018 elections. Political agents use official strategies of limiting the financing of the educational institutions, depreciating the many subjects of school and academic communities, as well as discrediting scientific knowledge. The CNCB text, in the context of the Reform (2017), causes an emptying of the compulsory high school curriculum and institutes formative itineraries that fragment it. State reformers have reshaped Brazilian educational legislation to host a CNCB that accentuates the structural curricular duality of secondary education and, consequently, maintains the distinction between schools for the working class and the ruling class in the country. Such public policy aligns with private financial capital and imposes a lightened formative logic on high school, directing the preparation of labor to meet the transient and punctual demands of the labor market.