O Movimento Todos Pela Educação e a proposta para o Novo Ensino Médio no Brasil

Abstract

This dissertation examines how the Todos Pela Educação Movement (TPE) has acted in relation to the State, international organizations, and civil society to shape the policy agenda of the New Secondary Education reform (Novo Ensino Médio) in Brazil. It analyzes how the movement’s discourses, policy documents, and advocacy strategies have contributed to consolidating an educational agenda influenced by the private sector and the neoliberal political economy of education. The study seeks to understand TPE’s influence on the formulation and subsequent reformulation of secondary education policy in Brazil. Specifically, it aims to: (a) examine the historical and political conditions that led to the emergence of the Todos Pela Educação Movement; (b) map its role in shaping debates on educational policy, particularly those concerning secondary education; and (c) analyze technical documents produced by TPE addressing the restructuring of secondary education in order to identify the political project advanced and the intentions underlying its proposals. Methodologically, the research adopts a qualitative approach based on bibliographic and documentary analysis. It is grounded in the dialectical method and informed by a Gramscian theoretical framework. Critical Discourse Analysis (Fairclough, 2001) is employed to examine the primary sources, which include legislation related to the Secondary Education Reform—particularly Provisional Measure No. 746/2016 and Law No. 13,415/2017—as well as policy reports and technical notes produced by TPE and published on its institutional website. Secondary sources were identified through a systematic bibliographic review conducted in academic databases such as SciELO, the Brazilian Digital Library of Theses and Dissertations (BDTD), the Portuguese Open Access Scientific Repository (RCAAP), and the University of Campinas repository. The findings suggest that TPE has become one of the most influential private hegemonic actors in the Brazilian educational field. Through the production of policy knowledge, institutional advocacy, and discursive strategies, the movement advances a political project for secondary education reform aligned with the interests of dominant social groups. This project promotes a flexible curriculum aimed at adapting Brazilian youth to the demands of capitalist sociabilin a context of structural crisis.