O Enunciado “educação para a vida e para o trabalho” inscrito nas reformas do ensino médio como tecnologia da governamentalidade neoliberal (1996-2017)

Abstract

The thesis dealt with the constitution of young subjectivities. It aimed to analyze the statement "Education for life and for work", enrolled in the two reforms of High School, established in the years 1996 and 2017. Using the theories of Michel Foucault and authors of the post-critical perspective in education, he pointed out that this level of schooling, whose purpose is based on the aforementioned statement, functions as part of the machinery of neoliberal government and has acted in the regulation of subjectivities aligned to this rationality that characterizes the contemporary Brazilian society since the 1990’s. In this sense, the statement "Education for life and work" was treated as an element of the middle school system and its analysis made it possible to approximate the subject objectified to society as well as the educational programs established in both reforms. Documents such as laws and opinions were privileged as sources and analyzed from the analysis of the Foucaultian discourse, methodology that implied the description of what was actually said and came to the fore in the discourses about High School. The results of the analysis indicate the existence of a discursive network around youth schooling, in which young subjectivities are produced useful for the maintenance of the neoliberal capitalist way of government of the population in progress. They point to the Homo Economicus as a subject objectified by both programs of education of the average education in Brazil, aspect that allows to affirm the market way by which the young population has been understood and regulated in the last decades. Moreover, they show that life and work are, according to the mapped discourses, conceived as elements of the same order. Thus, it can be said that to educate for life is also to educate for work because work has become the very life of the subjects, hence the reason why certain "skills and abilities" are demanded as conditions of exercise of citizenship and referendadas as an instrument of privileged work in contemporaneity, which is immaterial and abstract. This formation is justified by the importance of the constitution of subjects that act for the development of the nation, if they self regulate and meet the demands of the constantly changing labor market, which is notoriously unstable and precarious. Education for young people presupposes that they have been taken as a productive force for the model of capitalist society that presents itself and that the school has been considered a privileged place to form subjects capable of making life itself its work force, despite the criticisms that are assigned to it. It is verified that the last reform of the Secondary School contributes to the adjustment or regulation of the subjects to the model of society under construction by neoliberalism, aspect that allows to affirm this level of schooling as a biopolitical strategy of government that aims to conduct the conduct of each one and all by the mold of a capitalist reason of life.