O componente curricular Projeto de Vida no "Novo Ensino Médio" e a formação do sujeito neoliberal.

Abstract

The dissertation originates from research that had the general objective of explaining how the Life Project, established as a curricular component of High School with the reform established by Law 13,415/2017, mobilizes the formation of the neoliberal subject. As specific objectives we propose to: I) Identify and describe influences and trends that contribute to the understanding and contextualization of the Life Project and its meanings in the contemporary school curriculum; II) Describe and analyze the meanings and purposes of the Life Project curricular component in the official documents of the “New Secondary Education” and III) Dimension how Life Project textbooks mobilize the formation of neoliberal subjects (Dardot; Laval, 2016 ). The research falls within the domain of critical curricular studies and, epistemologically, was anchored in carrying out dialogues between different theories, being able to characterize what Mainardes (2017) identified as “Combined Theorization”, a name used to refer to cases in which Different theories and concepts are articulated in the composition of the theoretical and analytical framework. Methodologically, it results from a qualitative study that uses documentary and bibliographical analysis, using as sources national normative documents related to the High School Reform and Life Project textbooks belonging to the National Book and Teaching Material Program (PNLD), published in 2020. To analyze the documents, elements of Discursive Textual Analysis (Moraes, 2003) are used, especially with regard to the fragmentation of information into units of meaning, categorization, interpretation and writing. The research identified that the Life Project curricular component has served as a pedagogical technology that aims to form a certain type of subjectivity, the “neoliberal subject”, as Dardot and Laval (2016) called it. The textbooks analyzed seek to mobilize this training through the legitimization of new knowledge, relationships and subjectivities, through textual content, didactic sequences and activities, through the production of new class designs and methodologies, through audiovisual and iconographic content and the reduction of the world from work to competition space. For this reason, we fight for a critical meaning of the Life in Teaching Project Medium, it seems like a necessary attitude. The characteristics that mark ambivalence in meanings attributed to the Life Project in the educational field can be a possibility through dispute of its critical meaning, for a human formation that is not reduced to the manufacture of neoliberal subjects.