Formação por competências socioemocionais no Novo Ensino Médio paranaense: o Componente Curricular Projeto de Vida

Abstract

This dissertation is part of the Research Line Society, Knowledge, and Education of the Graduate Program in Education at the State University of Western Paraná (Unioeste), Francisco Beltrão campus, Paraná. It also comprises the productions linked to the Research Group Society, Labor, and Education at the same institution. The theme of this research concerns Socio-Emotional Skills (SES) in their interconnection with the Mandatory Curricular Component Life Project (MCC-LP) within the context of the New Secondary Education in Paraná (NSE-PR), as regulated by the Curricular Framework for Secondary Education in Paraná (CFSE-PR). It starts from the understanding that contemporary society is structured upon changes and continuities that drive the formation of individuals in constant (re)alignment with the impositions built upon the antagonism between labor and capital. In the Brazilian educational field, such imperatives gain greater centrality and concreteness through the secondary education counter-reform, of which the New Secondary Education (NSE) and the National Common Curricular Base (NCCB) constitute the structuring axes. In this process, one observes the subordination of this final stage of Basic Education to cost-benefit metrics guided by the market – an ideology that, articulated with the pedagogy of competencies, suggests that overcoming inequalities would lie in promoting, from school onwards, the self-adaptation of young people to the adversities of the present, in order to prepare them for an undeniably uncertain future, especially through the incorporation of certain SES and the constitution of a Life Project (LP). Given this, this work analyzes the foundations, objectives, and possible formative limits established by Law No. 13,415/2017, especially regarding what was regulated by the government of Paraná in materializing the NSE-PR, with attention to the interconnection between SES and the MCC-LP, as provided by the CFSE-PR. It starts from the hypothesis that, underlying this articulation, mechanisms of behavioral modeling arise, which constitute, far from the alleged social ascent, a device for shaping and subsuming youth to capital. For such apprehension, Historical-Dialectical Materialism (HDM) is adopted in conjunction with document and content analysis, aiming to unveil the constituent elements of the formative project that maintains the subordination of the sons and daughters of the working class to the intentions of the market society. The results demonstrate that, under the rise of protagonism and entrepreneurship, mechanisms for the subsumption of juvenile subjectivity are articulated, promoting the internalization of market logic in the naturalization of social contradictions. Thus, the constitution of the neo-subject takes place: a self-accountable, resilient, and adaptable individual, whose school education is reduced to effectiveness in managing the precariousness imposed upon them. Therefore, through the CFSE-PR, a pedagogy of shaping operates, reinforcing the hegemony of a counter-reformist educational agenda. In contrast, this study emerges with the intent to foster debate about the construction of an education, especially at the secondary level, truly focused on working-class youth.