Tecnologia, trabalho e formação na reforma curricular do ensino médio

A reforma do Ensino Médio do governo Temer: corrosão do direito à educação no contexto de crise do capital no Brasil

“…The minimum annual workload referred in item I of the caput should be progressively extended in secondary education to one thousand and four hundred hours, observing the respective education system norms and in accordance with the guidelines, goals, and implementation strategies established in the National Education Plan. (Brasil, 2016) This extension of the annual workload in secondary education proposed in the provisional measure, as said, was maintained in law n. 13.415/2017, which, in theory, would represent an increase of "[...] 600 hours per year, which is more or less the equivalent of one extra shift a day, exactly the full-time [...]" (Ramos, 2016). The increase in the number of hours, however, does not constitute an extension of compulsory basic training that guarantees all young people the same conditions of professionalization and access to higher education, given that the National Common Curricular Base (in Portuguese, Base Nacional Comum Curricular -BNCC) has been limited to a maximum of 1,800 hours of the total secondary education workload.…”

“…Thus, if the LDB previously provided a daily basic training workload of 800 hours per year, totaling 2,400 hours, with the approval of the law that establishes the secondary education reform, the common basic training was reduced by 600 hours, showing that, in fact, the reform expands the diversified part, increasing the specialization training (Ramos, 2016).…”

“…It does not meet the students' aspirations. (Castro, 2016) According to Ramos (2016), the argument that the school is not attractive to young people does not address the fundamental issue, which is the fact that public schools are in precarious working conditions and, therefore, even with the best curricula, cannot be attractive, as it does not offer all conditions for the effectiveness of the learning process. Moreover, the curriculum itself must systematize not only the interests of young people, but also educate these interests, regardless of their social condition, confronting them with their curriculum needs and aiming at a society project (Ramos, 2016).…”

“…Before this convergence, in fact, there must be a confrontation in order to find and reconstruct the convergence between the purpose of school and the interests of young people. (Ramos, 2016) In addition to the above, in our opinion, the main and most relevant change suggested by provisional measure n. 746/2016 refers to LDB's article 36, proposing the creation and inclusion of educational itineraries in secondary education.…”

A Presença Da Sociologia No Ensino Médio: Letramento Cívico E Democracia

“…A mudança mais palpável em termos de organização curricular está na reestruturação das áreas de conhecimento, separando a Matemática das Ciências da Natureza e retirando a ideia de "tecnologia", considerada por críticos como uma concepção reducionista, concebida como aplicação técnica do conhecimento (Silva, 2009: 444). Silva (2009) argumenta que "a relação entre tecnologia e conhecimento científico é tomada de forma limitada e pragmática, resultado da intenção de adequação da educação escolar a demandas do mercado de trabalho. (…) A possibilidade de uma formação capaz de compreender e questionar os fundamentos científicos e tecnológicos circunscritos aos processos produtivos vê-se, assim, subtraída e, em seu lugar, tem origem uma formação que prima pelo caráter utilitário dos saberes" (idem).…”