Reforma do Ensino Médio: a Lei 13.415/2017 como outra racionalidade para a educação básica

• Ano de defesa: 2021
• Autor(a) principal: Ferreira, Patrícia de Faria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Programa de Pós-Graduação em Educação; UFPel; Brasil
• Palavras-chave em Português: Reforma do ensino médio; Racionalidade neoliberal; Gerencialismo; Reestruturação curricular; Educational reform; High school; Curricular restructuring; Neoliberal rationality; Managerialism; CIENCIAS HUMANAS; EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/xmlui/handle/prefix/10179

This doctoral research deals with the reform of High School instituted by Law 13,415/2017. Such policy changes some bases of National Education Act in aspects related to the High School curricular organization, the modalities of offer and the fulfillment of the hours of the last stage of Basic Education. The main objective of the research was to investigate the initial movements that constitute of the named New High School policy to understand its discursive rationality, planning and consolidation in terms of normative practices. The justification starts from the researcher teaching experience in high schools that are “receiving” policies and programs supposedly to improve their quality indicators. This is the discussion that the theoretical framework presents: the educational restructuring from a neoliberal and managerial perspective, the urgency of reforms and the heterarchical performance of political networks in the making of educational policies. The research path, based on analytical theory in the Policy Cycle, was developed in the limited context of Pandemic, with the participation, at a distance, of a model school and the articulating team of High School in the 5th Regional Coordination of State Education, in Rio Grande do Sul. Analysis of documents and interviews, inspired by Foucault, sought to identify, in different contexts, governmentality, statements and speeches that constituted the rationality of this particular policy. The theoretical thesis defended in this work is that the proposal of the New High School institutes a new educational reason based on the pillars of neoliberalism, as materialization of neoliberal rationality in the basic education level. The initial constitutive movements of this New High School policy were planned and standardized according to rules and models of the business sector and, in practice, are being organized under this perspective, in the pandemic context.