Banca de DEFESA: THIAGO MACEDO DE CARVALHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO MACEDO DE CARVALHO
DATE: 22/08/2025
TIME: 10:00
LOCAL: Remotamente via plataforma Teams
TITLE:

The formation of subjects uner the New High School: a critical study on the Life Project in the PNLD 2021

KEY WORDS:

New High School; Life Project; Raciality Dispositif; Unidimensionality; Critical Theory.

PAGES: 177
BIG AREA: Ciências Humanas
AREA: Sociologia
SUBÁREA: Fundamentos da Sociologia
SUMMARY:

This research investigates the education sought by the New High School, focusing on the Life Project curriculum component, with the aim of analyzing how neoliberal rationality manifests itself in the current educational model and seeks to conform students to its logic. This component was chosen for embodying two basic dimensions of this configuration: (a) as one of the pillars of the New High School, present since the National Common Core Curriculum; and (b) as a mandatory subject in the curriculum. The hypothesis stems from Herbert Marcuse's concept of unidimensionality, which aims to consider whether and how the Life Project influences the ideological formation of individuals by suppressing their multiple dimensions and subordinating them to market interests, especially through the instrumental reason conceptualized by Max Horkheimer and Theodor W. Adorno. The research technique adopted is content analysis, using the 2021 PNLD textbooks as the empirical corpus. To assist with the amount of data, used RStudio, which enabled the plotting of more panoramic results regarding the semantic field mobilized in the works' content. The dissertation also articulates unidimensionality as a "new world reason", as expounded by Christian Laval and Pierre Dardot in their critiques of neoliberalism, establishing connections between the rationality of advanced industrial society and contemporary neoliberal logic. The theoretical framework also includes the contributions of Lélia Gonzalez and Sueli Carneiro, who examine the relationships between education, citizenship, labor, inequality, and racialization in the Brazilian context, particularly through the concepts of raciality dispositif, epistemicide, Brazilian cultural neurosis, and critique of the myth of racial democracy. Ultimately, the analysis presents and problematizes the three formative spheres that structure the curriculum, highlighting how lexicons historically associated with critical social theory are resignified in instrumental, meritocratic, and individualizing ways, emptying their historical, political, and social meanings while reinforcing market-aligned subjectivities and neglecting reflection on structural inequalities.

COMMITTEE MEMBERS:
Presidente - 1804106 - STEFAN FORNOS KLEIN
Interno - 2273018 - EDUARDO DIMITROV
Interna - 3291596 - JACQUELINE MORAES TEIXEIRA
Externo à Instituição - ENRICO PATERNOSTRO BUENO DA SILVA - UNESP