A racionalidade neoliberal na reforma do ensino médio de 2017 e na BNCC do ensino médio.

Abstract

This study was developed based on the analysis of the proposed conceptions for school education in High School, focusing on the neoliberal education approach. Our general objective was to carry out an analysis of the formative proposal of the Secondary Education Reform of 2017 and the National Common Curricular Base of Secondary Education (BNCCEM). The methodology adopted was of a qualitative nature, based on documentary research, based on discourse analysis in the Foucaultian sense, using the theoretical category of neoliberal governmentality. The field of our study is Brazilian education, which underwent significant transformations with the implementation of the 2017 Reform and the elaboration of the BNCCEM. To theoretically support the analysis, the following authors were used: Dardot (2016), Fischer (2001); Foucault (2002; 2008a; 2008b; 2014), Fernandes (2015; 2021), Freitas (2018), Gadelha (2012), López-Ruiz (2007), Laval (2016; 2019) and Marshall (2011). These authors provide subsidies to understand educational policies, the implications of neoliberal governmentality in the educational field and the transformations in High School. Before the research carried out, we came to the conclusion that the training guidelines present in the documents of the 2017 Reform and the BNCCEM are aimed at producing an educational profile focused on entrepreneurship and the “self-training” of high school students. Based on the development and accumulation of skills and abilities, emphasizing the student preparation for a competitive and flexible context aimed at the job market and modern forms of production.