Políticas da profissionalização na reforma do ensino médio - Lei nº 13415/2017: entre a qualificação técnica e a formação cidadã

Abstract

This research is linked to the Line of Educational Policies of the Postgraduate Program in Education at UPF/RS, and aims to investigate the assumptions of the current reform of High School within the scope of professionalization and its confrontation with the educational perspective of a training citizen. The research problem is guided by the following question: In what aspects do the assumptions underlying the reform of vocational high school align with an instrumental conception and confront the idea of ​​citizenship training? Methodologically, this is basic research, exploratory in terms of its objectives, qualitative in relation to the approach to the problem and bibliographic and documentary in terms of procedures. The dissertation is organized into four chapters. Initially, it explains the author's academic trajectory, making a brief relationship with the research topic. Next, it seeks to identify the main neoliberal assumptions that are present in professional training in the Secondary Education Reform, proposed by Law nº 13,415/2017. Furthermore, in this second chapter, an analysis of the social context in which the research is inserted is elaborated, discussing neoliberalism and neoliberal educational policies, and an approach is made to the relevance of discussing the topic of citizenship formation. In the third chapter, the study analyzes the legal provisions of the policy that led to the aforementioned reform with regard to professionalization, confronts the assumptions of the mentioned reform with the expanded dimension of citizenship training, and indicates strategies of opposition and resistance that could occur in spaces students, aiming to treat professionalization as citizenship training. The research is based on authors such as Laval (2004), Nussbaum (2015), Laval; Vergne (2023), Caetano; Porto Junior; Sobrinho (2021), Fávero; Tonieto; Consaltér; Centenaro (2021), Fávero; Tonieto; Consaltér (2020), among others, who in a more specific way research High School. As a result of the research, the following stands out: the presence of the assumptions of neoliberal rationality in the aforementioned reform; the observation that education in Brazil has not overcome the historical duality between basic secondary education and professional education; the gaps, both in general training and in diversified training, which weaken citizenship training; the precariousness of human resources in schools, which makes qualified education unfeasible for young people; the confidence that Laval and Vergne's (2023) five principles on democratic education enable us to hope for secondary education.