Formações imaginárias sobre sujeito aluno na BNCC (2018) - ensino médio: uma visão utilitarista do ensino

Abstract

This study, based on the theoretical-analytical instrument of Speech Analysis by Pecheut, in a perspective that dialogues with the studies about education, has as its goal to analyze which imaginary formations about subject-student are supported in the discourse by National Curricular Common Basis (2018), na official document, having standardizing character for Brazilian Basic Education. Thus, this research has dilimited by the analysis, within High School Stage, the section titled “Language and its Technologies”, defining this way, the corpus for this study. In order to investigate the instruments that work to build the imaginary formations about subject-student, we have performed speech sequencies, in wich we have analyzed regularities of speech and linguistic marks, in order to accomplish the goals of the research. These regularities are, respectively, “Learning to learn” and “Autonomy”, resulting in the “Erasure of subject-teacher”. This is due to our hypothesis is that the imaginary formations about subject-student are supported by marketing conceptions of teaching and student, because they are from an indoctrination resulting from neoliberal conceptions of Market and economy, the subject-student is led to give back the State, as qualified and non-specialized labor, the investments that had been made for their studies. The student must be flexible and adaptable to the capitalista system and to the demands of the market of labor, which requires, increasingly, the insertion of the worker to the new technologies, which does not criticizes the system, but is capable to adapt in different ways, without changing it. These imaginary formations supported by a utilitarian view of teaching allow the erasure of the subject-teacher in the textuality of the document. Thus, the speech and linguistic marks of the motto “learning to learn” and “autonomy”, analyzed from speech sequencies, work as instruments toe rase the teacher as professional who is responsible for the selection of methodologies for teaching and learning process. Thus, the responsibility for their own learning is due to the student, who autonomously must obtain success in the process of teaching at basic education, concluding the studies with a profile of egress based on the goals developed by the competences and skills available in the Basis. The document produces imaginary formations about a subject-student who is prepared to attend the demands of the market, developing a utilitarian view of the formation of the subject-student and being pervaded by conceptions of labor market. The school, as a place of authoritarian speech manifestation, consolidates and standardizes senses which are led to the adaptation of the subject to capitalist demands, without encouraging it to criticize the system, but consolidating senses in different ways of adaptation. The State moves away from the responsibility for the subject concerning to the access and offer of job, and it transfers to the student, by the speech of autonomy and protagonism, the responsibility in face of labor market, personal life, social life and the matters of social environmental demand.