Flexibilização curricular, aprender a aprender, responsabilização individual e meritocracia: análise crítica de políticas educacionais brasileiras (1996-2021)

Abstract

Considering the current neoliberal context and its implications for student education, education is examined in its broadest sense, in which the world of work and income generation, based on meritocracy and lifelong learning, they give new meaning to teaching and student practices. Therefore, based theoretically and methodologically on the Studies of Educational Policies, History of Education, History of the Present Time and Studies in Teaching, in conjunction with Post-Structuralism, a documental research is carried out on the legal frameworks subsequent to the Law of Directives and Bases of National Education (1996). Therefore, the Thesis structure in articles is assumed: The institution of neoliberal rationality in Brazilian educational policies based on the principles “continue learning” and “learn to learn”; The Influence of Neoliberal Discourse on Pedagogical Governmentality in Contemporary Brazil; and, The configuration of teaching and learning relationships and the exercise of teaching in the free-market conjecture. In the search, the principle “learn to learn” is analyzed, which gives the opportunity to model the individual according to neoliberal rationality. In this scenario, the teacher becomes an adjunct to learning, in which the curriculum and student protagonism must figure and stand out in relation to teaching practice. Based on this, individual accountability becomes imperative since the student seeks a unique and attractive training for the market, whose centrality of their educational conduct concerns their entrepreneurship/entrepreneurship. The Toyotist prerogative that replaced Fordism in the socioeconomic management model has influenced the formation of the individual in line with what business discursivity preaches — network production, multi-specialization of the self, flexibility and responsiveness in their life management, which results in their ( lack of social affiliation from the insertion in the world of work and income generation. In view of this, the school begins to orbit the world of work and income generation, in which the following Thesis is defended: "in contemporary times, Brazilian educational policies operate in the constitution of teaching and learning processes, which seek to form the /a young student for the job market and income generation, through a political and pedagogical government that configure educational practices from the perspective of curriculum flexibility, learning to learn, individual accountability and meritocracy”