THE REFORM OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION IN BRAZIL: 2016 TO 2021

ABSTRACT: The objective of the article is to analyze the impacts of the current Brazilian educational counter-reform process on Professional and Technological Education (EPT). In this context, we start from the hypothesis that the counter-reform of High School has produced transformations in other fields of educational policy, including EPT, not restricted to the general education curriculum. The concept of counter-reform as elaborated by the political theory of Poulantzas is assumed as a theoretical presupposition. From a methodological way, initially, a group of legal-political mechanisms that relate simultaneously to High School and EPT were delimited. Then, through the Content Analysis technique, official documents that support such mechanisms were investigated, emphasizing the political-pedagogical and curricular principles. The mechanisms analyzed are: a) Common National Curriculum Base (BNCC) for High School, expressed in Resolution CNE/CEB No. 17/2018; b) New Paths Program (PNC), announced by the federal government in November 2019; c) National Curriculum Guidelines for EPT (DCNEPT), approved by Resolution CNE/CP No. 01/2021. In conclusion, we defend the thesis that a reform of the Brazilian EPT has been in development, since 2016, a reform of the Brazilian EPT. This reform has been constructed in three stages, chronologically comprised between the years 2016-2018, 2018-2021, and 2021 onwards. The emphasis given to the reform of the EPT is intended to characterize it as one of the sectors that make up the current context of neoliberal counter-reforms in Brazil, therefore, professional education is not exempt from deeper changes in the content of its policies.

摘要：本文旨在分析当前巴西教育反改革进程对专业与技术教育（Professional and Technological Education，EPT）的影响。在此研究背景下，本文提出研究假设：高中阶段教育反改革已对包括专业与技术教育在内的教育政策其他领域产生变革，且其影响并未局限于普通教育课程范畴。本文以普兰查斯（Poulantzas）政治理论所阐释的反改革概念作为理论预设。在方法论层面，本文首先界定了一组同时关联高中教育与专业与技术教育的法政机制；随后，借助内容分析法，对支撑上述机制的官方文件展开研究，重点聚焦其政治-教育学原则与课程原则。本次分析的机制包括：a）高中阶段教育共同国家课程基础（Common National Curriculum Base，BNCC），相关内容见于《CNE/CEB第17/2018号决议》；b）新路径计划（New Paths Program，PNC），由巴西联邦政府于2019年11月发布；c）专业与技术教育国家课程指南（National Curriculum Guidelines for EPT，DCNEPT），经《CNE/CP第01/2021号决议》审议通过。综上，本文论证如下核心论点：自2016年起，巴西专业与技术教育的改革进程便已启动。该改革按时间顺序可划分为三个阶段：2016-2018年、2018-2021年以及2021年至今。本次研究对专业与技术教育改革的聚焦，旨在将其归类为巴西当前新自由主义反改革语境下的组成领域之一，由此可见，职业技术教育并未能豁免于其政策内容层面的深层变革。