Cidadania e trabalho na Base Nacional Comum Curricular e no Documento Curricular para Goiás - Etapa ensino médio

Abstract

This text outlines the results of the research carried out with the purpose of understanding how the concepts of citizenship and work are outlined in the National Common Curriculum Base (BNCC) and in the Curriculum Document for the State of Goiás - High School Stage (DC-GOEM). In the research, we start from the premise that the school is a social institution, and as such it is influenced by the social structure in which it is inserted. While at the same time exerting an influence on this same society. Based on this premise, we outline the capitalist mode of production, highlighting the neoliberal characteristics present in the contemporary world. Next, we present the categories of citizenship and work, since in the text both categories are presented as dynamic categories, which can have different characteristics depending on the society they are inserted in. Over the course of the text, the documents outlined have been contextualized in the political and economic context in which they were created. At the same time, we tried to identify the existence of links between the guidelines in the documents and the dynamics of the capitalist mode of production. To systematize the analysis of the documents, we used the content analysis methodology, with Bardin (2016) as a reference. This analysis allowed us to deduce that schools and capital have indirect connections, so that capitalism has the power to influence the guidelines in the documents but does not have the power to determine direct actions. This is because, in essence, the school is not actually capitalist, which makes it a stage for disputes between the interests of the bourgeois class and the interests of the working class. The search for answers to the questions proposed by the research revealed a gap between the way in which the objectives of training for citizenship

and qualifying for work are outlined in the Constitution and later in the BNCC and DC- GOEM. In the documents analyzed (BNCC and DC-GOEM), qualification for work is

converted into education for the world of work, so the categories of citizenship and work become part of the sixth competence of the BNCC, along with the Life Project, in an agreement based on individualism and meritocracy to form what Dardot and Laval (2016) call a neoliberal citizen. With school as a space for conflict, we end the text by discussing the roles of education in the capitalist world, using in this undertaking the open debate surrounding the High School Reform