O novo ensino médio na escola de educação básica João Roberto Moreira-São Domingos-SC: implicações da educação empreendedora na formação das juventudes

• Ano de defesa: 2024
• Autor(a) principal: Santos, Aline Daniel dos
• Orientador(a): Santos, Franciele Soares dos
• Banca de defesa: Santos, Franciele Soares dos , Martins, Suely Aparecida , Dantas, Jeferson Silveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Novo ensino médio; Educação empreendedora; Formação das juventudes
• Palavras-chave em Inglês: New high school; Entrepreneurial education; Youth education.
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:EDUCAÇÃO
• Link de acesso: https://tede.unioeste.br/handle/tede/7455

This dissertation is part of the Society, Knowledge, and Education Research Line of the Postgraduate Program in Education (PPE) of the State University of Western Paraná (Unioeste), Francisco Beltrão campus - PR, and investigated the Elective Curricular Component (ECC) Entrepreneurial Education, offered in the New High School (NHS) of Santa Catarina (SC), and its implications for the formative process of young people. This theme was analyzed because of the inclusion of entrepreneurship as a structuring axis in the counter-reform of Secondary Education instituted by Law No. 13,415/2017 and in the Santa Catarina curriculum, in the flexible part of the curriculum through the ECC Entrepreneurial Education. Therefore, the perceptions and understandings of students and teachers at the João Roberto Moreira Basic Education School (BES), located in the city of São Domingos - SC, were analyzed. The method chosen was Historical and Dialectical Materialism, with a qualitative research approach, of the case study type, using bibliographical and documentary analysis of the NHS-SC proposal and including entrepreneurship in the educational sphere as a proposal from the capital for the training of working-class youth. A semi-structured interview was also conducted to identify the implications of the Entrepreneurial Education ECC for the education of NHS youth at BES João Roberto Moreira. The results showed that entrepreneurship has been propagated in different spaces as the solution to structural unemployment. In this context, media discourses in favor of entrepreneurship play a fundamental role in disseminating an entrepreneurial culture. These positions are aimed especially at young people. Educational counter-reforms are heavily influenced by neoliberal policies and their reformers, who are intent on forming subjectivities in young people that are in line with the interests of capital. When analyzing the NHS-SC documents, it can be seen that when entrepreneurship enters the curriculum, it causes the emptying of basic general education subjects, reaffirming the old interests of capital, which is to continue the exploitation and expropriation of the working class, damaging the education of those who need it most, the working class youth (REIS, 2019), spreading the idea that everyone has the same conditions to compete, that it is the merit of each person’s effort, so their success or failure will result from their effort and dedication (DARDOT; LAVAL, 2016). It can therefore be concluded that underpinning the discourse on the “new” high school are long-standing interests in favor of private capital, through public private partnerships that seek to lead working-class youth to conform, making their education more precarious, and achieving yet another goal, that of curbing access to higher education. Faced with this scenario, the challenge is to continue studying and reflecting to collectively think up strategies to dismantle the dictates of capital, in its neoliberal form, on schools and the education of young people. We agree with Freitas (2018) when he mentions the need to organize forms of resistance to neoliberal reform policies, such as the counter-reform of secondary education. We are fighting for the repeal of this counter-reform, for the withdrawal of public-private partnerships from public education, and for comprehensive education from a progressive perspective.