A captura da educação brasileira pela lógica do mercado: o empreendedorismo na BNCC e BNC-Formação

Abstract

This dissertation is the result of academic research conducted as part of the Graduate Program in Education (PPGE/IFG) under the research area “Work, Policies, and Teacher Education,” at the Master’s level, at the Federal Institute of Goiás (IFG), Goiânia Campus. The objective of this research is to examine how the political and ideological discourse of entrepreneurship which is a practical expression of neoliberal rationality manifests itself in educational guidelines (NCCC and NCC-Formation), and what its implications are for the construction of the basic education curriculum, which affects teacher formation and attempts to capture Brazilian education, subjecting it to market logic. The methodology used in this research is limited to documentary and bibliographic analysis, through a selection of content to be qualified within a ‘state of knowledge’ grounded, among other authors, in the concepts of Morosini (2015), following the step-by-step research approach of Kohls-Santos (2021), which was supported by Bardin’s (2016) ‘content analysis.’ The basic theoretical perspective of this research uses dialectical historical materialism as a reference to analyze educational actions/practices as an expression of the social contradictions resulting from the ideological tensions and disputes present in capitalist society. Through the research, it was possible to identify that neoliberal rationality is disseminated by these educational norms, both directly and indirectly (“veiled”), through the dissemination of the ideology of entrepreneurship in the public consciousness and also in the “life plans” of the individuals involved in this process (students and faculty). One can also observe curricular homogenization, curricular standardization, the encouragement of competitiveness, and individualization through the subject’s self-blame via meritocratic/individualistic logic, as well as education geared toward managerialism through performativity in teacher formation (focus on performance, goals, and productivity), fetishized proposals, and adaptation to the flexible and unstable world of work through the process of uberization and the precariousness of basic education, both directly and indirectly. I conclude that the neoliberal perspective obstructs student/teacher Formation as a comprehensive and emancipatory educational process, imposing a market-oriented and meritocratic model that captures Brazilian education, subjecting its broad meaning and constant renewal of humanity to market logic.