Análise de diretrizes, parâmetros e Bases Curriculares de Sistemas estrangeiros e brasileiro, referente ao Ensino Médio, à luz da teoria crítica

Abstract

The approval of the New High School curriculum and the BNCC (Common National Curricular Base) in Brazil, structural and curricular reforms for the final stage of basic education, which occurred between 2017 and 2018, represents a phenomenon with significant repercussions across state education networks throughout the country. The development of these parameters exhibits elements and structures similar to those observed internationally, based on learning objectives, competencies, and skills, as well as the eligibility of part of the content offered. Thus, this research aimed to conduct a comparative analysis between two foreign documents and the Brazilian one to identify and critically analyze the context, characteristics, and structure of high school education proposals developed and implemented in recent years. It also examined how these proposals convey a conception of youth education in three American countries (Brazil, Canada, and Chile). In this sense, the research sought to identify and analyze similarities and differences between the Brazilian and international curricula. The research is grounded in the critical theory of society, specifically Herbert Marcuse and his formulations concerning the concepts of one-dimensional society, one-dimensional man, and the closing of the universe of discourse. The research hypothesis, which was confirmed, posits that decisions concerning the elaboration of high school curricular proposals are not made solely at the national level; they stem from international policy, express the international division of labor, and reflect the interests represented in international organizations. In this regard, curricula are manifestations of the political and economic tendencies of late capitalism