THE MEANINGS OF HIGH SCHOOL REFORM

Abstract

This work aims to analyze the meanings of the Secondary Education Reform, evaluating the changes in article 36 of the National Education Guidelines and Bases Law, nº 9,394, of December 20, 1996, particularly the introduction of the National Common Curricular Base and the training itineraries, based on law no. 13,415, of February 16, 2017. As a theoretical-methodological reference, French Discourse Analysis, of Pecheutian affiliation, was used to demonstrate how the discourses of the Reform reflect the class struggle and they are influenced by ideological and historical conditions. The categories of analysis addressed were the conditions of speech production, in its broad and restricted perspectives, as well as discursive memory. Brazilian educational reforms have adapted teaching to the needs of the labor market, perpetuating inequalities and favoring the elite. In this sense, the 2017 Secondary Education Reform not only subordinated education to economic demands, but also created training itineraries that disqualified the education of the poorest, the children of the working class, and facilitated the entry of unlicensed teachers, without the knowledge didactic-pedagogical aspects necessary for both the development of good teaching practice and a good learning process. Such changes focus on technical training to the detriment of critical and comprehensive education. Therefore, this study highlighted the socioeconomic and educational impacts of the Reform, raising concerns about the quality of education in the country