A contrarreforma do ensino médio no contexto de ajuste do estado brasileiro: educação sob o signo do mercado

Abstract

The present research has the general objective of analyzing the counter-reform of Secondary Education and its relations with market interests, based on the context of adjustments by the Brazilian State. To this end, we list the following as specific objectives: 1) discuss the legal contributions and assumptions of High School from a historical perspective; 2) examine the impacts of changes in the world of work, especially productive restructuring and its political-economic elements, such as neoliberalism, on secondary education; 3) situate the counter-reform of secondary education in the context of the counter-reforms after the 2016 coup and the consequent advance of the Brazilian extreme right and its relations with the Business Reform of

Education. The premise we raised when examining the object is that the counter- reform of Secondary Education adopts a fragmented structure of knowledge, with

contents that aim to directly meet the needs of the market and that it is in tune with the ongoing counter-reform of the State and the Business Reform of Education, therefore reflecting on the interests of the working class. Thus, supported by Historical-Dialetic Materialism, it is a work of a qualitative nature, with a bibliographic study based on: Kuenzer (2007), (2017); Frigotto, (2010); Frigotto and Motta (2017); Frigotto, Ramos and Ciavatta (2005); Ramos and Ciavatta (2011); Romanelli (2014); Saviani (2013) (1991), Shiroma, Moraes and Evangelista (2007); Freitas (2011), (2016), among others; to deal with the High School category. To explore the category of Productive Restructuring, we analyzed, among other sources, the works of Antunes (1995), (2009); Bianchetti (1997); Alves (2000); Harvey (2013); Pinto (2010). The studies on State Counter-Reformation and Business Education Reform, which covered the analysis of the current situation, were based on the works of Marx and Engels (2010); Marx (2013), (2009), (2008), (2010); Mészáros (2011), (2006), (2012); Gramsci (2008), (1982); Mattos (2020); Demier (2017); Behring and Boschetti (2016); Miguel (2018); Freitas (2018); among others. We also carried out documentary analysis, especially of Law 13,415/17 and PL 5230/23, which deal with the so-called New Secondary Education. The thesis defended, therefore, is that the counter-reform of Secondary Education, expressed, firstly, in Law No. 13,415/2017, and in Bill 5,230/2023 with its due amendments, approved on the night of July 9, 2024, in the Chamber of Deputies, in a hurried and authoritarian way, maintains adjusted ties with the capital system while sustaining the dual structure of education through the emptying of scientific knowledge

in the learning process of young people from the working class, both in terms of concerns curriculum reduction, such as the possibility of hiring education workers under the conditions of notorious knowledge and the expansion of Distance Education (EaD) at this stage of teaching.