A disputa pelo currículo da educação básica no movimento sindical dos trabalhadores das escolas públicas no Brasil em tempos de hegemonia neoliberal (1990-2022)

Abstract

This thesis aimed to unveil the dispute, undertaken by the workers' movement in public schools, for the school curriculum of Brazilian basic education in the period from 1990 to 2022, historical time of neoliberal hegemony in Brazil. It started with the following problem: what are the contradictions, limits and possibilities surrounding the struggle for the curriculum of Brazilian basic education, undertaken by the national union movement of public school workers, against the business community and its intellectual representatives, legislators and bourgeois bureaucrats who meddle in the brazilian state apparatus? As an object, the National Confederation of Workers in Education (CNTE) was defined, as it is the only one that brings together the base entities and federations of workers in brazilian public education. In order to identify the tendencies of the dispute and the consequences of the actions undertaken by the CNTE, we analyzed the aspects that point out what was debated in that period, both in relation to the internal determinations of the entity, as well as in relation to the fight waged against the ethos of the business reformers in education, the Private Apparatuses of Hegemony (APHs) and philosophical and pedagogical thinking of the postmodern left, which are dominant for guiding state policy and curriculum concepts in Brazil. It was guided by the materialist dialectic method, which implied the choice of methodological procedures that allowed access to conceptual categories and the achievement of scientific knowledge about the object. Documental and bibliographical research and semi-structured interviews were used, in which it was possible to detect the architecture of the struggle and the conflicts that took place. In this context, stands out, on the one hand, as the main representative of business reformers and the bourgeoisie as a whole, the Non-Governmental Organization (NGO) Todos Pela Educação. On the other hand, there is the CNTE, historically identified with the model of reformed unionism, which emerged from 1978 onwards. and the curriculum. It concludes as a point of arrival of the thesis: there is a need for struggle and expansion of political capacity for workers in education to consolidate themselves as a social force capable of combating the APHs of education in the confrontation for the curriculum in accordance with the interests of the classes popular. Although the limits to the constitution of active resistance can be identified and exposed, from the contributions of the pedagogical theory and historical-critical curriculum, references can be presented so that the trade union movement of education workers can project an expanded and strategic dispute.