(De)colonialidade e Economização da Educaçãodisputas em torno da formação dos estudantes no contexto do Novo Ensino Médio em Santa Catarina/Brasil

Abstract

This thesis reflects the tension caused by decolonial thinking about the economization of education, based on the proposal for the New Brazilian High School implemented in the state of Santa Catarina. (De)coloniality is understood to be any process that problematizes the power relations that reproduce conceptions, practices and dynamics that legitimize subordination, inequality and violence, which prevent or neglect the development of a meaningful and emancipatory education, capable of empowering, valuing and recognizing the knowledge of different cultures, peoples, ethnicities and their collectivities, a perspective that is essential to human formation in its entirety. It puts pressure on the neoliberal movement which, through the economization of education, regulates the production of knowledge in the field of education and determines the efficiency of schools and family life based exclusively on cost-benefit criteria. The thesis therefore focuses on understanding the disputes surrounding human formation and how the neoliberal project of economizing education impacts on the development and implementation of educational and curricular proposals, such as the reform of secondary education in the context of Santa Catarina/Brazil. The methodology adopted in this work is bibliographical and documental in nature, and its centrality is to understand the extent to which economic ideals have permeated educational reforms since the Second World War, constituting what we call neo-coloniality, due to the fact that they lead to definitions about educational and curricular proposals in Latin American countries, such as Brazil, in the light of authors who dialog or take on the perspective of decolonial thinking. The conclusions of this thesis indicate that the neoliberal agenda has been taking over and guiding school education with the aim of adjusting identities and bodies to the consumption of goods and services, translated into the reification of the human to purely mercantile interests. This justifies the flexibilization of the curriculum, the precariousness of teacher training and the increasing standardization of educational, curricular and assessment proposals, causing, if not maintaining, the subalternization of identities, epistemologies, pedagogies and training experiences that express the richness of cultural and territorial diversity. The proposed reform of Brazilian secondary education, implemented in Santa Catarina in recent years, reflects the interests of the education business community, especially in the attempt to control content and socio-emotional issues, in the fight against diverse, critical and plural thinking, a characteristic of neo-coloniality which, through consensus and single thinking, seeks to reproduce homogenization, historically recognized as a fertile ground for manipulating the masses and controlling existences. Hence the need to problematize, from a decolonial perspective, the conceptions and practices that seek to reduce the experiences of integrative, emancipatory and liberating human formation, an objective that we have tried to achieve throughout this thesis.