EM BUSCA DO CONSENSO: “NOVO ENSINO MÉDIO”, INTELECTUAIS ORGÂNICOS E HEGEMONIA

Vinícius de Oliveira Bezerra; Silvia Helena Andrade de Brito

doi:10.22481/praxisedu.v15i35.5684

Authors

Vinícius de Oliveira Bezerra Universidade Federal de Mato Grosso do Sul - Brasil http://orcid.org/0000-0002-4101-1430
Silvia Helena Andrade de Brito Universidade Federal de Mato Grosso do Sul - Brasil http://orcid.org/0000-0002-6186-3980

DOI:

https://doi.org/10.22481/praxisedu.v15i35.5684

Keywords:

Law no 13.415, Secondary education reform, Students movement

Abstract

On this paper, based on Antonio Gramsci’s concept of hegemony, we analyzed the strategies used by the fraction of the dominant classes to obtain social consent on high school reform (Law no 13.415/2017), prior to the publication of Provisional Measure no 746/2016 and in the context of the movement of school occupations. To address that, a survey was conducted on online journals with the aim of mapping the process of construction of the reform, and also gathering information on the advertising campaign aired on the main national TV stations. It was possible to show that the process of imposition of the reform went through processes of both coercion and consensus. The promotion of the idea of educational crisis organized by the hegemonic media sustained the reform, contributing to create active and passive consensus of the masses to the imposed changes, whilst the State repression was on groups that did not support the changes, particularly on movements of high school students.

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Author Biographies

Vinícius de Oliveira Bezerra, Universidade Federal de Mato Grosso do Sul - Brasil

Mestrando em Educação pela Universidade Federal de Mato Grosso do Sul (UFMS) e licenciado em História pela mesma Universidade. Membro do Grupo de Estudos e Pesquisas História, Sociedade e Educação no Brasil (HISTEDBR/Campo Grande – MS).

Silvia Helena Andrade de Brito, Universidade Federal de Mato Grosso do Sul - Brasil

Doutora em Educação pela Universidade de Campinas (UNICAMP) e Pós-Doutora em História da Educação pela Universidade Federal de Minas Gerais (UFMG). Professora Titular da Universidade Federal de Mato Grosso do Sul (UFMS), atuando no Curso de Ciências Sociais e Programa de Pós-Graduação em Educação da UFMS. Coordenadora do Grupo de Estudos e Pesquisas História, Sociedade e Educação no Brasil (HISTEDBR/Campo Grande – MS).