The learning system aprende Brasil:

the experience of the corporate reform of education in São josé do ouro in 2021

Abstract

This paper presents as central theme the Teaching System Aprende Brasil, the curriculum and the teaching of history in the Municipal Education Network of São José do Ouro in 2021 and, as a general objective, the discussion about how the insertion of the Positivo Group and the Teaching System Aprende Brasil in the municipality of São José do Ouro in 2021. For this, it sought to trace an overview of how education in the municipality is historically constituted after the political and administrative emancipation in 1960, contextualizing the entry of private groups in the Brazilian educational scene to, subsequently, analyze the insertion of the Teaching System Aprende Brasil in the Municipal Education Network of São José do Ouro. The research is based on the categories of State, hegemony, education system, public policies, public/private relation and curriculum. Based on these categories, the axes of analysis of the research were established, which are: the neoliberal context that opens up the process of mercantilization of education; the performance of the Positivo Group in Brazil; and the public policies that consolidate and dictate the directions of Brazilian education. Initially, the axes are approached in their singularity and, also, intertwined as a possibility of analysis of the study theme in the historical conjuncture in its totality. To reach the general objective of the research, written sources were used, grouped according to their typology, school documents, administrative documents and institutional documents. The theoretical conceptual referential is based on Gramsci and the theory of praxis, as the formation of a collective will, expressed in the established social relations. From this construction, it is believed that the adoption of the Aprende Brasil Teaching System is a consequence of the deepening of political and social relations in the municipality, of the development of the urban area and also the result of the pressure exerted by the State on municipalities to comply with public educational policies, from the decade of 2000, which involves the improvement of educational indices and the transfer of financial resources.