O enfoque por competências no discurso sobre o ensino médio brasileiro: um exercício de problematização

Abstract

The purpose of this research is to problematize how the competency-based approach in Brazilian high schools is placed on discourse, analyzing the conditions that led to its emergence, and display some alternatives in reference to the role of the teacher within the system that promotes this approach. Considering that the official documents and programs in Brazil have been linked to competencies for at least the last twenty years with the enactment of the Law of Directives and Bases of National Education (LDB, 1996), we consider relevant to conduct an analysis that will allow us to problematize this reality from a perspective inspired by the ideas of philosopher Michel Foucault. From this point of view, we will try to visualize how this focus is brought into discourse and we will propose the possibility of thinking of it as a technology device within the school. We carry out research based on international documents related to the topic (Tuning project and reports from the European experience), Brazilian official documents (National Education Plan, Act Basic Guidelines and Guidelines for National Central High School), and a selection of articles of Brazilian academic production. Later we explore the construction of the situation which established the gradual entry and consolidation of this approach in Brazilian education. Considering the changes in the labor world, demands that new configurations of companies place on education, the apparent need for entrepreneurial training of workers to adapt to a reality that seems to be constantly changing, and some public policies that - according to official documents themselves - intend to position Brazil as a reference within the new global settings, we built an analytical framework that allowed us to establish some of the conditions of possibility to establish competencies in Brazilian education. With authors like Michel Foucault, Alexandre F. de Carvalho, Sylvio Gadelha , Alfredo Veiga -Neto, Peter Miller, Nikolas Rose and José G. Sacristán, among others, we seek to build an analysis that enables to visualize how the competencybased approach in Brazilian high school enters in a regime of truth that places it at the service of the system. Therefore, this work analyzes how the current neoliberal system, using governance technologies, favors the construction of subjectivities that sustain it and reconfigured it, in order to develop more efficient and effective strategies and structures able not only to keep it but also to improve it. Of these technologies, we focus on problematizing the school, and particularly the Brazilian high school, but trying to focus not only on the role of the school, but also on the contextualization that favors the development of these constructions. This work is linked to the research Practices and Public Policy School of Post-Graduate Program in Education (PPGE) of the Federal University of Santa Maria (UFSM).