A ideologia do capital humano nas proposições para as políticas curriculares oficiais brasileiras do ensino fundamental e ensino médio (1990 – 2018)

Abstract

This thesis aimed to analyze the correlations with the Human Capital Ideology in the propositions that support the official Brazilian curriculum policies for Elementary and Secondary Education from 1990 to 2018. We took as an analytical and methodological basis the global commitment of the Millennium Development Goals (MDGs) to the Sustainable Development Goals (SDGs) set out in the guidelines and directives of International Organizations (UNESCO, World Bank, and OECD). The established temporal framework considered the composition of the state-finance for the understanding of contemporary capitalist social relations. Therefore, we established the following objectives: a) To understand some aspects of socioeconomic, political, and educational relations and their correlations with the Human Capital Ideology; b) To analyze the main propositions of International Organizations (UNESCO, World Bank, and OECD) and their correlations with the Human Capital Ideology based on the global commitment established by the United Nations (UN) expressed through MDGs and SDGs; c) To identify the correlations with the Human Capital Ideology in the propositions that support the official Brazilian curriculum policies for Elementary and Secondary Education from 1990 to 2018 based on the global commitment of the MDGs and SDGs. Thus, the documentary sources were the documents from the selected International Organizations obtained from their official websites through the relationship between education and MDGs/SDGs. Through this relationship, we synthesized the propositions of the main foundations, strategies, and instruments that correlate with the Human Capital Ideology. In addition to these, we selected the documents related to the implementation of the official curriculum policies of the Brazilian state regarding Elementary and Secondary Education between 1990 and 2018. These documents were selected from the official website of the Ministry of Education (MEC). The analyses undertaken allowed us to identify the predominance of the global commitment from MDGs to SDGs embedded in the documents referring to the implementation of the official policies of the Brazilian state for Elementary and Secondary Education from 1990 to 2018. It also allowed us to reflect on the logic of establishing outcome-based curricula as an educational pedagogical project correlated with the Human Capital Ideology and which, due to the selected period, presents a deepening of neoliberal proposals. These analyses considered the composition of the state-finance as an enabler of profit through the denial of value. The consequence of this mechanism is the intensification of processes of precarization, unemployment, underemployment, outsourcing, etc., mainly felt by social beings who need to sell their labor power for survival. We can conclude that the exacerbation of the capitalist reproduction mode evidenced by the contemporary financial capitalist system has ideological bourgeois mechanisms, with the notion of "human capital" for education (in the strict sense) being improved, adjusted, or refined, because it is the metamorphoses of capital that ultimately define the modus operandi of social organization.