Neoliberalismo escolar e educação integral no Brasil : sentidos, contextos e limites da política de fomento às escolas de ensino médio de tempo integral - PFEMTI (2016-2022).

Abstract

This thesis is the result of a research that aimed to explain the characteristics and contradictions that constitute the Full-Time Education Policy for High School Education in Brazil from 2016 onwards. The specific objectives were: a) to understand the different meanings given to Full-Time Education in its historicity, identifying its main constitutive dimensions in a critical perspective and its contribution to the analysis of the Policy to Promote Full-Time High School Education in Brazil (PFEMTI); b) to identify and characterize the contexts of influence and text production in which the PFEMTI educational policy is built up; c) to identify and analyze the meanings of full-time education present in the PFEMTI, its limits and its relations with educational neoliberalism. The research is qualitative, bibliographical and documentary, and the documental corpus consists mainly of normative provisions relating to the reform of High School (Law 13.415/17 and BNCC) and documents related to the PFEMTI (Ordinance No. 1145 of October 10, 2016, Resolution No. 7 of 2016, Ordinance No. 1,023 of October 4, 2018; Ordinance No. 2,116 of December 6, 2019; Resolution No. 17 of 2020 and the Financial Execution Manual for the PFEMTI 2016), in addition to documents regarding the contexts of international and national influence of politics. In relation to these contexts, it is clear that from the Jomtien Conference (1990) until the most recent UNESCO documents, there is a role played by the IOs in the construction of a global agenda for education that aims to influence and promote educational policies and reforms in line with economistic logics. Among the mechanisms and technologies used for this purpose is the insertion of a reformist grammar that has been establishing concepts or parameters originally belonging to the business sector in education, giving contradictory meanings to full-time education. Another mechanism or technology was the establishment of new education management practices through the New Public Management (NGP), which reinforces the contradictions in relation to full-time education in an emancipatory perspective. Another context of influence and text production is characterized by a protagonism given to the Third Sector, which increases its capillarity and performance in conducting educational policies in a process of entrepreneurship in Brazilian public schools. The analyzed documents regarding the New High School and the PFEMTI bring back the discourse of training through competences in the reformist agenda and, in doing so, shift the critical sense of full-time education to the neoliberal logic in defense of training a young person compatible with this rationality, the “young cosmopolitan” or “self-entrepreneur”. By emphasizing an education with a strong appeal to socio-emotional skills and competences, the documents reinforce the thesis that the meaning of full-time education entered a new arena of dispute as of 2016, no longer prioritizing the assumptions of omnilateral education and the emancipation of subjects. The research identified in the analyzed documents a certain hybridity regarding the epistemological and ideological foundations of the purposes of the Enlargement of Full Time Schools aimed at High Schools, especially in relation to the concept of full-time education. Such hybridity mixes elements that, as they are contradictory and conflicting, nullify or make the emancipatory meaning of full-time education impossible.