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Life Project. Resume. Speech. Policies. Full-time High School.
Work that analyzes the content of the Life Project discipline developed by the Institute of Coresponsibility for Education (ICE) in a public high school in the state public network, in Mossoró, Rio Grande do Norte, considering the interests and relationships of knowledge and power present under Law no 13.415/17, Common National Curricular Base and other documents distributed by ICE for the implementation of the School Of Choise Project, which focuses on the Life Project discipline as the main proposal for educational innovation. The research, aiming to investigate the meanings of Life Project present in the curricular discourse about the mentioned subject, in the context of the Project implemented by ICE, is situated in a qualitative approach, prioritizing the analysis of the content present in ICE documents and, secondarily, semi-structured interviews with education professionals involved in the pedagogical activities proposed for the Life Project discipline. The research is theoretically based on the contributions of the post-structuralist approach, understanding that curricular discourses constitute regimes of truths and produce subjectivities, all of which are implicated in power relations. Therefore, the main references studied are the texts of Alice Casimiro Lopes, Michael Foucault and Stephen Ball, which, in partnership with other researchers, deal respectively with curriculum, discourses and policy production. It appears that the Life Project proves to be a discursive instrument of power-knowledge that corroborates the proposals of neoliberalism and prints a curriculum that is discretionary and controlling subjectivities.