CURRICULAR GUIDELINES OF RS FOR HIGH SCHOOL (1976 AND 2021): STATMENTS AND UPDATES

statments and updates

Abstract

This article seeks to describe the curricular statements in educational documents for students in the penultimate year of high school in Rio Grande do Sul (RS) in two historical moments (1970 and 2020) and to analyze their updates. The documents were collected at the State Public Library and at the State Government website. As an analytical tool, we used elements of Foucauldian discourse analysis, indicating statements about the curriculum. In first document, we visualized the presence of liberal and technicist aspects by placing the student at the center of the proposal whose emphasis is on productivity, efficiency and the labor market, with the teacher being responsible for instruction through predetermined frameworks. There are curricular statements between flexibility and rigidity, emphasis on delimited frameworks to the detriment of theoretical references and theoretical and practical ambiguity. In second document, which was built from the BNCC, with the insertion of a neoliberal perspective and the emphasis on legislation and the emphasis on the flexibility statement. In relation to the documents, we observed enunciative updates such as: protagonism of the students, focus on professional training, absence of a consistent theoretical referential on the understandings of the curriculum and a similar organization and structuring, starting from a theoretical basis and culminating in tables and charts. We consider that this research seeks to contribute to other studies in the area, thinking about understanding how these documents were constructed in the past, allowing us to think about other alternatives for the curriculum and education in the present