Integrated High School as a Counter-Hegemonic Alternative to Neoliberal Educational Policies

Abstract

This article aims to problematize neoliberal educational policies, presenting the concept of Integrated High School (EMI) as a counter-hegemonic alternative, especially in the scope of Professional and Technological Education (EPT). This is a research with a qualitative approach and of a bibliographical and documental nature, in which academic-scientific productions and legislation linked to the axes: "High School Reform, BNCC and EPT" and "Integrated High School as an alternative to neoliberal educational policies". To support this work, the research was based on contributions from authors such as: Acácia Kuenzer, Celso Ferreti, Gaudêncio Frigotto, Jaqueline Moll, José Francisco Puello-Socarrás, José Paulo Netto, Marilena Chauí, Marise Ramos, Ricardo Antunes, Roberto Leher, between others. The main results point to the last stage of basic education as a territory of disputes, marked by the hegemony of instrumental, utilitarian and productivist rationality, which strengthens dualism in Brazilian Education. As final remarks, the EMI represents an alternative to neoliberal educational policies, which tend to favor private political and economic interests, aligned with the precepts of flexible capital accumulation, to the detriment of integral human formation and the emancipation of the working class.