THE DISCURSE HEGEMONY IN SECONDARY EDUCATION FOR BRAZILIAN YOUTHS

INNOVATIVE HIGHT SCHOOL PROGRAM/ YOUTH OF THE FUTURE PROJECT

Authors

DOI:

https://doi.org/10.22478/ufpb.2359-7003.2024v33n1.68626

Keywords:

High school, Youths, Curriculum

Abstract

The student occupation movements of 2016 contradict the premise of mere disinterest among Brazilian youths in secondary education. If that were the case, we wouldn't have heard echoes of demands for maintenance, increased access, quality, and greater participation in shaping the school space across different states of the federation. In this text, we present neoliberal discourses unveiled within the curricular production of the Innovative High School Program (ProEMI) (BRAZIL, 2009, 2009a, 2009b, 2009c) for Brazilian secondary education, guided by the analysis of the key concept: hegemony. The analyses indicate that within the realm of civil society, especially in the educational sphere, dominant forces, equipped with capital, develop strategies to educate towards consensus. The Brazilian State, acting as an educating entity, reshapes its practices through a pedagogy of hegemony articulated within curricular texts/documents aligned with the neoliberal project of sociability. In the educational field, hegemonic relations, as an exercise of direction and domination through power, are essentially pedagogical relationships, that is, of teaching and learning, while also promoting educational restructuring.

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Author Biography

Aline Rabelo Marques, Universidade Federal de Mato Grosso do Sul

Ph.D. in Education (2021) from the Graduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS), funded by CAPES. Conducts studies and research on school and curriculum for basic education. Engaged in innovating public administration at the Education Department of Recife.

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Published

2024-05-20

How to Cite

MARQUES, A. R. THE DISCURSE HEGEMONY IN SECONDARY EDUCATION FOR BRAZILIAN YOUTHS: INNOVATIVE HIGHT SCHOOL PROGRAM/ YOUTH OF THE FUTURE PROJECT. Revista Temas em Educação, [S. l.], v. 33, n. 1, p. e-rte331202440, 2024. DOI: 10.22478/ufpb.2359-7003.2024v33n1.68626. Disponível em: https://periodicos.ufpb.br/ojs/index.php/rteo/article/view/68626. Acesso em: 17 jul. 2024.

Issue

Vol. 33 No. 1 (2024): RTE - Publicação Contínua - Qualis A4

Section

Quais juventudes querem os currículos? Quais currículos querem as juventudes?

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