A dimensão espacial da condição juvenil e projetos de vida: uma análise da política curricular catarinense no contexto da reforma do ensino médio

Abstract

This research aims to understand to what extent the Common National Curricular Base of High School Education, and particularly the curricular policy of the state of Santa Catarina, concerning its conception of Life Project, paves the way to consider the spatial dimension of youth condition in the processes of teaching and learning. This study was conducted in the context of the implementation of the high school reform sanctioned by Law 13.415/17. The research articulates concepts of space, education, youth condition, and educational public policies, seeking to understand the impacts of the aforementioned reform and, especially, the developments regarding the curricular component of life project in the formation of youth. Methodologically, the research developed content analysis, based on Bardin (1977), focusing on documentary sources such as the Common National Curricular Base (BNCC); the Base Curriculum of High School Education of the Santa Catarina Territory (CBEMTC); and the booklet entitled "Pedagogical Scripts" from the state of Santa Catarina. It involved comparison and analysis of content units in dialogue with different theoretical-conceptual contributions. Reflections on the interfaces between the spatial dimension of youth condition and life project were made. We argue how the curricular policy that supports the new High School Education, especially in the case of Santa Catarina, assumes a cynical role in the face of the social function of education in the high school formation of youth, where the curricular component of life project was produced as a strategic tool for maintaining the capitalist (re)production of space. We seek to support the understanding that pedagogical work with life project from the perspective proposed by the ongoing reform induces the formation of youth towards a neoliberal citizenship, even when their texts provide clues for recognizing the diversity and inequalities that mark the youth condition and its spatialities.