(DES)CONTINUIDADES DAS REFORMAS EDUCACIONAIS DO ENSINO MÉDIO NO BRASIL: SUJEITOS, TENSÕES E DISPUTAS (1995-2002)

Abstract

This dissertation aims to analyze the (dis) continuities of the constitution of a political culture that was established in the Brazilian educational reforms for high school, between the period of 1995 to 2002, focusing on the practices of the subjects involved, the epistemological conceptions and the tensions and disputes for curriculum guidance proposals. It is characterized as a qualitative research of the critical-documentary type and uses the software Gephi and IRAMUTEQ as instruments to aid analysis. It selects as sources: the Lattes Curriculum of the subjects of the Management Team of the Ministry of Education, of the Basic Education Chamber of the National Education Council, and of the Systematization and Drafting Commission of the proposal for the National Education Plan of the II National Congress of Education and its academic productions; the proposals for the Executive's National Education Plan and the Second National Education Congress, the curricular documents for secondary education in the period, as well as other documents from Brazilian institutions and multilateral organizations involved in these reforms. By placing centrality on the subjects established in strategic and tactical places, identified as engaged intellectuals, we understand their practices, tensions and disputes in the constitution of a political-educational culture established in the period 1995-2002. While the subjects of the Management Team sought to align the Brazilian educational project with the recommendations of multilateral organizations, within the Basic Education Chamber of the National Education Council there were tensions in relation to this project, due to the plurality of its constitution. These tensions were even more evident in the Systematization and Drafting Committee of the National Education Plan of the II National Congress of Education, which completely rejected the educational agenda of the place of power, resisting this project. In addition, the educational conceptions of these subjects were materialized in the educational normative documents of the high school of that period, bringing their marks to the educational reforms of today.