Lei N° 13.415/2017: contra-ataque tecnicista e a intensificação da dualidade estrutural no Ensino Médio brasileiro.

Abstract

The dissertation aims to analyze the changes imposed on High School, by Law N° 13.415, enacted in February 2017, from the category of structural duality, characterized in the material bases of capitalist production relations present in Brazilian society. The object of the research consists of the articles: 1st, 2nd, 3rd, 4th, which make changes to Section IV, Chapter I, Title V of Law No. 9.394/1996 (LDB), dealing with High School, and the articles 13 to 20, which establish the policy to promote Full-Time High School Education (EMTI). This is a qualitative research, based on dialectical historical materialism, which seeks to apprehend changes from the fabric of relationships in which they are inserted in Brazilian society, as an educational phenomenon that proposes to direct the training process from a determinated vision of world formulated within a class perspective. The bibliographic survey carried out to characterize the structural duality in the Brazilian context was formulated from the convergences and divergences that involve the category, added to a dialogue about the particularities in production relations and the social division of labor in the Brazilian capitalist mode of production. The documental analysis sought to reflect on the historicity of the changes presented in the content of the legislation, highlighting the dispute between projects of society that it intends to define. For that, it uses thematic groupings, organized according to the categorical analysis, observing the relational relevance presented between the information of the text, and of the secondary sources obtained through the bibliographic survey. The conclusions point to a resumption of the technicist pedagogical assumption and its development in contemporary landmarks, neotechnicism, updating the excluding mediation between the State and accumulation in the dependent capitalist mode of production, necessary to make the workforce super-exploitable, intensifying the structural duality in the High school. This resumption is characterized by the expansion of the mechanisms of precarious hiring of young work, through the decharacterization of the school as a locus of professional education, through a decentralization in a reality demarcated by educational inequalities between the federative entities, pointing to a participation of the private sector. in the public budget earmarked for education to separate professional training from scientific knowledge. Revealing a conditioning of the workforce for super-exploitation through the extraction of direct surplus value rather than the development of productivity, in a new phase of capitalist accumulation.