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.