PROJETO DE VIDA NA BNCC E O DISCURSO DA MERITOCRACIA NO CONTEXTO DA EDUCAÇÃO BÁSICA BRASILEIRA

Abstract

This dissertation is part of the research line “Education, Institutions and Educational Policies” (EIPE), of the Stricto Sensu Graduate Program in Education, of the Faculty of Inhumas – FacMais. This research has as its theme the impacts of neoliberal policies, represented by the National Common Curricular Base (BNCC) and the Life Project Formative Itinerary, on high school education in public schools in Brazil. The general objective is to understand the influence of neoliberal policies on Brazilian education, with an emphasis on high school reform. The specific objectives are: to present the origin of vocational and professional guidance in Brazil, highlighting conceptual and curricular aspects over time; to investigate the relationship between neoliberal policies and education, especially in the context of high school reform; to discuss how the meritocracy discourse influences students’ perception of the Life Project; to discuss the social and educational implications of the influence of neoliberal policies and the meritocracy discourse in public schools, considering the diversity of students’ realities. The methodology adopted is qualitative research based on theoretical, bibliographical and documentary studies. The research concluded that, in the context of neoliberal policies, the discourse of meritocracy present in the BNCC and in the educational itinerary called Projeto de Vida can be seen as a pedagogical device that aims to develop “entrepreneurial” individuals. This approach emphasizes individual responsibility for success. It is observed that the mandatory inclusion of this subject in the curriculum emphasizes the objectives of education in the 21st century, promoting student accountability and reducing the responsibilities of the State. Ultimately, it can perpetuate exclusion and increase social disparity, instead of promoting truly inclusive and equitable education.