A influência da ideologia neoliberal na educação básica e nas tendências em educação matemática: projetos de formação em disputa

Abstract

Neoliberal conceptions have entered the Brazilian educational scenario in different aspects in the last decade. These pursuits allowed the elaboration of two assumptions: the first related to a significant increase in the existence of a close relationship between the reforms in Brazilian education and the guidelines present in the agreements and requirements established by International Organizations to promote quality, and the development of pedagogical techniques in schools that aim to achieve goals, individual accountability and the teaching of skills applicable to the world of work, which in this case, leads to the second assumption that trends in Mathematics Education support neoliberal conceptions based on the pedagogy of the motto ―learning to learn‖. The reality behind these assumptions led to an understanding that education has become the main commodity for the development of capital and its proposals. Since education, in addition to the profit it generates, becomes the main responsible, in the face of the structural crisis of capital, in producing and promoting the new common sense, the new consensus, the new workforce able to adapt and survive structural unemployment , to market fluctuations, the uncertainties and insecurities of the economy, in order to format the subjects with a conception of the business world, whose main characteristics are: entrepreneurship, individual responsibility, individual protagonism, innovation, adaptation, modernization, competition and competition, meritocracy, creating the human and social capital necessary for the new phase of capitalist accumulation and production. Such characteristics led the objective of this research to analyze the movement of the neoliberal pedagogical discourse of "learning to learn" propagated by International Organisms present in the official documents of Basic Education and in the Trends in Mathematics Education. From this movement, to verify if the Trends in Mathematics Education would be supporting the neoliberal evaluative assumptions of ―learning to learn‖ as a proposal for human formation. As a methodological proposal, in this study we opted for the exploratory methodology whose data collection took place through document analysis, based on the historical and dialectical materialist method as one of the possible approaches to interpreting social reality, and, consequently, reality. education supported by neoliberal conceptions. From this movement, this thesis presents as a result theoretical subsidies that conceive the relationship between know-how, whose main proposal is to meet the demands of life, in the effective application in real situations, which supposes a combination of practical skills, knowledge , motivation, values, attitudes and emotions for their achievements and school knowledge in order not to lose sight of the importance of the appropriation of school mathematical knowledge as an instrument for the individual to relate on a level beyond the immediate and phenomenal appearances.