#CurrículoDoFacebook: denúncia de crise e demanda pela reforma do ensino médio na linha do tempo da escola

Abstract

The relationship among digital technologies, youth and the schools curriculum is an issue that has required much research, since the subject questions the type of individuals produced in the contemporary society. In this dissertation, this relationship was not ignored. I sought to investigate the desires of the Facebook educational curriculum, asking what it wants and what demands are placed to the cyborg youth. The Facebook pages of five public schools from Belo Horizonte, Minas Gerais, were investigated. The methodology used included elements of netnography and a Foucault-based discourse analysis. The research was based on the theoretical perspective of the post-critical studies and the concepts that support the analysis of the information that was produced were: a) Curriculum, understood as a cultural artifact that is present in many spaces unfolding different pedagogies; b) Cyberculture, which is the culture that circulates and is produced in the cyberspace; c) Youth Cultures, considering the multiple meanings and ways of being young, and d) Cyborg Youth, which refers to the fusion of both young boys and girls with digital technologies, in such way that they have their own way of existence altered by the aforementioned technologies. The survey also included the study by Arendt about the crisis in education. The argument developed here is that Facebook curriculum exposes a crisis in education and, by doing so, it also demands high school education to be reformed. In order to overcome the crisis and move towards a reform, it triggers cybercultural elements. The crisis in secondary education is evidenced by the denouncement of an outdated school model, which is not updated even in face of contemporary transformations. The loss of teaching authority was disclosed as an element that is part of the motto of the crisis, and the rescue of this authority was the discursive strategy set to reform high school. The investigated curriculum also showed its desire about teaching curriculum content in the cyberspace as a reinvention of its practices. This strategy, however, was challenged by the curriculum itself when, by trying to reinvent itself, it ended up legitimizing the traditional practices and school knowledge. It presented a school that is not attractive to young people, except as a social space, and it demanded that the secondary school was renovated and young people were asked to promote this change. As it happened to the Facebook curriculum, it was disclosed that the school needs to change to meet the contemporary specificities. It was also presented a type of student that corresponds to a reformed school, demanding individuals that should be participatory and involved with school proposals.