A relação de forças entre a UNESCO e o Movimento Estudantil e sua materialização na reforma do Ensino Médio através da lei n° 13.415/2017

Abstract

The research studies the materialization of power relations between the United Nations Educational, Scientific and Cultural Organization - UNESCO and the Student Movement in Law n. 13.415/2017 that established the Reform of High School in Brazil. The research focuses on the antagonistic interests observed in the current Reform for High School. The focus is the clash between two segments of civil society: UNESCO, an institution linked to international organizations oriented to attend the interests of the capital and, the Student Movement, which is a public organization that historically converged its demands to issues related to democratization and the quality of public education. The research question that guided the investigation was “How are the power relations between UNESCO and Student Movement expressed in Law n. 13.4152017?” The main aim of the research is to reveal how the power relations between UNESCO and the demands of the Student Movement are expressed in Law nº 13.415/2017. The specific aims of the research are: a) Identify the guidelines of UNESCO and the demands of the Student Movement for High School; b) Describe how the clashes about education appear in the UNESCO documents and in the demands of the Student Movement for High School; c) Analyze the power relation between UNESCO and the Student Movement that in Law n. 13.415/2017. The empirical material of the research include six documents about High School, documents written by UNESCO, norms, notes and other texts from institutions that represent students from Higher Education and High School, National Students Union - (UNE, in the Portuguese acronym) and Brazilian High School Students Union - (UBES, in the Portuguese acronym). Semi-structured interviews were conducted with six students that at the time of the research were members of the board directory of UBES. The theoretical framework for the study was the Historical Dialectical Materialism in addition to the writings of Gramsci (2001; 2004; 2014; 2016) to support the categories “power relation” and “hegemony”. The results of the research indicate that Law n. 13.415/2017 synthesized a power relation in which there was primacy of “corporate economy” over the private instruments of hegemony that represented the dominant class, in relation to the “political politician”. That is, in the power relation between UNESCO and the Student Movement there was hegemony of the agency in the implementation of the new High School system.