A reforma empresarial da educação e a organização curricular: impactos no ensino de Sociologia e na educação para as relações étnico raciais.

Abstract

This paper is the result of the study undertaken in the search to understand the configurations that the Teaching of sociology and the approach to education for ethnic-racial relations assume in the High School curriculum after the reform made through Law 13.415/17 and the edition of the National Common Curricular Base (2018). From this perspective, the research reveals the elements that underlie the configuration of the national curriculum policy, indicating that there are political and economic phenomena that dispute the curriculum space, intending and influencing the educational policy, changing principles of the school institution and tying this institution to the interests of financial capital from the adherence to neoliberal policies. Based on the contributions of Laval (2003) and Dardot (2016), we identify the expansion of neoliberal policies in the field of education, which contributes to the strengthening of the action of discrediting the space of sociology as a necessary knowledge for the education of young people. To the extent that the curriculum is understood here as the result of a political discursive production (SILVA; MOREIRA, 2019), it is evident the continuous flow of disputes between groupings of interests for representation in the curriculum space. It was adopted as research corpus the Curriculum Referential of HighSchool of the State of Paraíba (2020). The research is based on a qualitative approach, being used for analysis and interpretation of data the content analysis in the perspective of Bardin (1977) and the document analysis of Godoy (1995). Thus, the reflections undertaken here aim to contribute to the discussions in the field of high school sociology curriculum concerning the possibilities of approaching education for ethnic-racial relations, highlighting aspects of the still incipient post-reform scenario, and analyzing recently developed documents in the field of curriculum policy.