As competências socioemocionais e o projeto de vida do novo ensino médio: uma moralização renovada para a classe trabalhadora

Abstract

This study aimed to understand the use of socio-emotional skills (CSE), in its political and educational aspects, in the Life Project (PV) curricular component within the counter-reform of secondary education based on the work of the Iungo Institute (Fortaleza-CE) in Santa Catarina-SC. The theoretical and political conceptions of private apparatuses of hegemony (APH) were highlighted as organizers and implementers of new educational policies in public education networks, in close cohesion with the prerogatives of multinational organizations for Latin America and the Caribbean. Based on historical materialism, in the interlocution between the critique of political economy and the field of critique of language and ideology, research was carried out by documental analysis of the institute's lesson plans, the theoreticalmethodological conceptions of its organic intellectuals, as well as as well as the documents that guide the actions of multilateral organizations, especially the World Bank, for the internalization of skills, abilities and values in high school students. We evidence a renewed bourgeois moralization, centered on the individual and with a psychologizing content, which operates conformations in the order of personal and professional identity in order to adjust it to the imperatives of the social reproduction of capital, preventing, to some extent, the classist and combative political organization. The problem of motivation arises as a reaction to the social frustration arising from productive restructuring. A reconfiguration of “political action” takes place within the paradigm of volunteering and social entrepreneurship, and the conquest of rights begins to be configured as concessions based on counterparts for an increasingly less critical productive insertion and mainly for the containment of the class struggle. A curriculum based on references of materiality and history is replaced by a curriculum based on behavior and values, which relegate Brazilian peripheral youth to self-absorption and the immediate naturalization of their own social and economic condition, making them individually responsible for improving their lives. We conclude that the PV curriculum component and the CSE operate a repoliticized process of moralization, adjusting the intentions, dreams and future projections of working-class youth to the dictates of flexible and precarious work relationships.