A flexibilização curricular do (novo) Ensino Médio e os modos de ser docente

Abstract

The purpose of this article is to analyze the effects that curriculum flexibility, proposed by the (new) High School (HS) reform, produced in the teaching of educators who worked in this stage of Basic Education, in 2020. The empirical part was developed in a school belonging to the Sesi Network. The theorizations that support the investigation come from the thought of Michel Foucault. The examined material consists of quis and interviews with teachers. The strategy used to operate on the material was the Foucauldian discourse analysis. The examination showed that the implementation of the (new) HS mobilized a “donjuanesca” teaching in which, by making practices more flexible, making them “freer” and less rigid, it increases and extends work demands and planning hours. Thus, the educator, when adhering to practices that can attract, moves individual desires, since, linked to the idea of seduction, there is the perspective of more freedom and also more individualism.