BNCC e Juventudes: Projeto de Vida na Escola

Abstract

This theoretical essay proposes the analysis of the effects of subjectivation of youth generated by the statement “life project at school” present in the text of the National Common Curricular Base (BNCC). The analysis of said statement is made through the Philosophies of Difference and aims to problematize the production of a student subject as the protagonist of his/her life project. It is understood that the BNCC discourse constitutes a universalizing metanarrative of the student as the protagonist of his/her life project, as it attributes to the notion of youth, based on the articulation between the modern conception of youth and the productivist conception of a contemporary subject who projects his future place in the world. Thus, the prescriptive discourse of the BNCC for regulating curricula tends to couple school gears to the current regime that requires the training of young people in business models. The new subjective configuration makes the young student responsible for his own destiny, launching him to act as a self-entrepreneur. It is part of the functioning of the regime of colonization and expropriation of forces and desires to hold individuals responsible for successes and failures. However, this process of subjective production does not eliminate inequalities that constitute the materiality of youth existences. On the contrary, inequalities are manufactured by the regime itself and incorporated into it through discursive practices institutionalized discourse leads young subjects to invest efforts in meeting the established goal, flaws and gaps occur in this process of engendering curricula to the colonial-capitalist machine. It remains to turn these gaps into spaces of creation in which it is possible to perceive that there are different types of youth and to act so that curricula are to the real demands of students.

Keywords: BNCC; curriculum; speech; youth; life project.