Política e gestão curricular do ensino médio no contexto da reforma educacional pós-2016: repercussões ao direito à educação do Tocantins e Lagoa da Confusão

Abstract

This research analyzes the conception of the high school curriculum policy and management that underlies the post-2016 educational reform with its neoconservative repercussions on the high school curriculum of the state of Tocantins and the town of Lagoa da Confusão. The line of research is linked to the “Specific Curriculum of Stages and Modalities of Education” of the Professional Graduate Program in Education-PPPGE at the Federal University of Tocantins, and it is associated with the research group “Socio-Educational and Cultural Praxis, CNPq/UFT”. This research is framed in a critical-dialectical approach — bibliographical and documentary — and attempts to answer the following question: “What is the conception of high school policy and curriculum management that underpins the post- 2016 educational reform, and what are its repercussions for the school curriculum in Tocantins and Lagoa da Confusão?” In essence, it reflects the debate of capital and work, and, within this debate, it focuses on the issues that refer to the disputes for the hegemony of their respective educational projects, starting from high school the year 1990 onwards. We believe that understanding the reform orchestrated by law number 13.415/2017, allows one to perceive the repositioning of secondary school education in Brazil to meet the demands of contemporary capitalism, particularly neoliberalism. To develop this analysis, we used bibliographic and documental research as methodological procedures. The study revealed that the current high school reform is part of the offensive capitalist movement in Brazil, which pursues the destruction of public services and productive forces. This movement seeks to enable the privatization of public education while, at the same time, the 2016 high school reform, proposes an education system that emphasizes a biased curriculum that removes scientific content and disqualifies young workers. We infer from this study that, the so-called “New High School”, promotes a shrinkage of the curriculum, narrowing the education of young people and printing an even more utilitarian and pragmatic character to the educational system, in addition to anticipating specialization. Ultimately, given these neoconservative regressions for education in Tocantins and Lagoa da Confusão, we consider that a strong initiative to defeat this proposal is imperative for those who defend quality public education and democratic public management.