O que dizem os acadêmicos sobre o novo ensino médio? Um balanço das produções científicas na perspectiva crítica sob a Lei nº13.415/2017

Abstract

The present study is part of the discussions of the Work, Education and Society Research Group (GPTES), in the Culture, Identity, Education and Sociability research line of the Postgraduate Program in Social Sciences at the Federal University of Uberlândia and aims to analyze the reform of the New Secondary Education (NEM) as an instrument for deepening social and educational inequality. As specific objectives, the research seeks to analyze the political-educational guidelines that inform the NEM in a neoliberal context as well as the intention to relate the training itineraries with the world of work, based on international guidelines. It is also a specific objective of the research to understand the social, political, economic and educational aspects that contribute to the deepening of social inequality and structural duality. This is a qualitative research of an exploratory nature, with a literature review on the subject, using books, articles, periodicals, legislation and we will carry out an assessment of academic productions of the digital platforms of CAPES Periódicos E BDTD with the temporary cutoff from 2018 to the first half of 2023. Thus, the hypothesis defended is that the New Secondary Education is guided by neoliberal and managerialist policies, that is, focused on the analysis of results. What contributes to maintaining and deepening social class inequality in Brazil, mainly affecting young people from the class who live from work and who are in a condition of socioeconomic vulnerability. Among the results found in the research, the authors defend a human training education, and identify the overvaluation of capital and the market sector in the New High School curriculum, through the opening of services and handing over State responsibility to the private sector, with the justification of quality in education. The fundamental rights of civic education and critical thinking are withdrawn, through the dilution of the disciplines of sociology and philosophy. The authors warn that the current curriculum does not consider the reality of schools, regarding its physical, financial and structural conditions, which directly influence the offers of Training Itineraries, with no veracity in students’ right to choose. This increases educational inequalities and, in turn, social inequality in the country.