Contrarreformas do ensino médio e da educação profissional: disputas pelo projeto formativo do ensino médio integrado nos Institutos Federais em Santa Catarina

Abstract

This thesis was produced at the Federal University of Technology – Paraná (UTFPR), within the Graduate Program in Technology and Society and the Study and Research Group on Work, Education, and Technology (GETET/PPGTE/UTFPR), under the research line of Technology and Work. Its general objective is to understand the contradictions between competing political-pedagogical conceptions—which reveal distinct educational models for young people—within the context of the counter-reforms to High School and Vocational Education enacted by Law 13.415/2017 and its subsequent developments. More precisely, it sought to capture the dynamics of the counter-reforms in the federal network, through a specific empirical approach, and its dimensions include the disputes over the formative project of Integrated Secondary Education at the Federal Institute of Santa Catarina (IFC) and the Federal Institute of Santa Catarina (IFSC), which in turn contain the disputes over the formation of the working class. The theoretical and methodological basis of this study stems from the foundations and conceptions of historical and dialectical materialism. This study considers the existence of a dispute between distinct projects for education and society, the exacerbation of capital concentration, the new configurations of the labor market, with the formal and real subsumption of the workforce to capital, and the consequences for the relationship between work and education. To this end, the methodology adopted draws on categories and concepts developed from a Marxist perspective to analyze a phenomenon in motion, seeking to capture the essence of the counter-reforms beyond their appearance. Initially, authors who contribute to reflections on neoliberalism and its strategies of subjectivation were addressed, considering the relationship between educational policies and the formation of young people, contrasting this with the foundations and conceptions of Integrated Secondary Education. Subsequently, analyses were conducted of the aforementioned legislation, the National Curriculum Guidelines for Secondary Education (2018, 2024), the General National Curriculum Guidelines for Professional and Technological Education (CNE/CP Resolution No. 1, 2021), and Law 14.945/2024. Documents produced by the National Council of Institutions of the Federal Network of Professional, Scientific and Technological Education (CONIF), published after 2017, were also analyzed. In the context of IFC and IFSC, curricular guidelines focused on this form of offering, Course Pedagogical Projects (PPCs), and interviews with managers from both institutions were analyzed. We conclude that the materialization of the integrated curriculum is still a contested field and that its theoretical-conceptual defense is not sufficient for its effectiveness, since it is subject to interference from curricular flexibility processes and the ideology of entrepreneurship. We have identified that Integrated High School, despite remaining the structuring axis of the curriculum, is being internally reconfigured by institutions based on the premises of counter-reforms.