Banca de DEFESA: LAILTON DE SOUZA SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LAILTON DE SOUZA SANTOS
DATE: 17/12/2025
TIME: 14:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

National Common Curricular Base – Upper Secondary Education. Human Formation. Corporate Education Reformers. Curricular Flexibilization.

PAGES: 270
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis aims to analyze the formulation process of the three versions of the National Common Curricular Base for Upper Secondary Education (BNCC-EM), considering the various actors involved in political, pedagogical, and curricular disputes, as well as the conception of human formation adopted by the document. It is necessary to understand how the BNCC-EM was conceived to meet the demands of the capitalist market, promoting a flexible approach based on competencies and skills, with a strong influence of private sectors on public education. It is characterized as a normative, prescriptive, homogeneous, and mandatory document that defines ten competencies for the essential learning of Basic Education (BE). Given this, the research problematizes the participation of private actors, such as the Movement for the Common Core (Movimento Pela Base – MPB) and the All for Education Movement (Movimento Todos Pela Educação – MTPE), in the elaboration of the document, questioning whether the capitalist school can offer integral formation according to the principles of classical Marxism. The investigation follows a historical path guided by historical-dialectical materialism, seeking to apprehend the quantitative and qualitative aspects of the phenomenon in its concrete objectivity, through documentary analysis, allowing the identification of the movement of appropriation and reconfiguration of the curricular counter-reform in Brazilian upper secondary education. For this purpose, the three versions of the BNCC-EM and the normative documents related to the formulation of this regulatory framework were analyzed. For bibliographic qualification, the categories of analysis were flexible accumulation, curricular flexibilization, publicprivate relationship, and human formation. The Pedagogy of Competencies and the Pedagogy of "Learning to Learn," epistemological bases of this curricular policy, seek to adapt the education of working-class youth to a sociability marked by the structural crisis of capital, characterized by the precarization of labor relations in the context of flexible accumulation, guided by principles such as competitiveness, individuality, meritocracy, and resilience. From this perspective, the educational process operates in a dual manner: forming, on a smaller scale, qualified workers for complex activities and, on a larger scale, individuals adapted to simplified labor functions. This dynamic meets the demands of the hegemonic mode of production, which depends on this hierarchical division of labor. In this sense, the BNCC-EM fulfills its formative function: to prepare members of the working class to become “entrepreneurial citizens,” individually responsible for their insertion into an increasingly flexible and precarious labor market. In this process, it is concluded that the BNCC-EM represents a (de)formation of the working class, limiting access to historical-critical knowledge and reinforcing the subordination of education to market logics.

COMMITTEE MEMBERS:
Interno - ***.248.414-** - DANTE HENRIQUE MOURA - IFRN
Externo à Instituição - DOMINGOS LEITE LIMA FILHO - UTFPR
Externo à Instituição - JOSÉ MOISÉS NUNES DA SILVA - IFRN
Interna - 1646204 - LUCIANE TERRA DOS SANTOS GARCIA
Interna - ***.566.554-** - MARIA APARECIDA DOS SANTOS FERREIRA - IFRN