TEMPO POLÍTICO, NOVO ENSINO MÉDIO E CONHECIMENTO

Abstract

The text explores the reformist movement and the place of knowledge in the New Secondary School. Based on documents from the Lemann Foundation, ANPEd, CONSED and others, it presentes inferences derived from the Content Analysis (BARDIN, 1977) and the Policy Cycle (BALL and BOWE, 1992). Such inferences are related to three categories: New Philanthropy and the desired student – refinement of the instrumental curriculum (YOUNG, 2011); Superprescriptive contente – the procedurality curricular under control (SACRISTAN, 2012); and Focus on the student`s daily life – obstruction to powerful knowledge (YOUNG, 2011).