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    Prometeu acorrentado: o fetiche do novo ensino médio e a crise no mundo do trabalho
    (Universidade Federal de São Paulo (UNIFESP), 2020-11-23) Souza, Ricardo Agnelo De [UNIFESP]; Abreu, Claudia Barcelos De Moura [UNIFESP]; Universidade Federal de São Paulo
    The object of our research is the relationship between the reform of high school. (Law nº 13.415/2017) and the metamorphoses in the world of work, taking as source the bibliography of the theoretical field of Education and Work, as well as documents of international agencies. Our starting point was that the "new" High School and the deepening precarization of working conditions and relations are linked to the structural crisis of capitalism (MÉSZÁROS, 2002; 2012). The central objective is to understand the reform of High School articulates itself to the changes in the world of work and corroborates for a restricted, lightened and devoid of commitment to a paradigm of integral formation, that is, the easing of the last stage of basic education is in line with the flexible accumulation regime (HARVEY, 1992). From the perspective of the International Division of Labor (DIT), however, it is important to emphasize that labor in the context of financial and speculative capitalism must have as a characteristic the integral capture of the subjectivity of the working class (ALVES and ANTUNES, 2004), orchestrated by lowering the value of the labor force with the subtraction of labor and social rights. With regard to the results of the research we can assure that the "new" high school is fully in line with the requirements of the flexible accumulation regime and the training of labor force for temporary jobs, outsourced, uberized, pejotizados, precarizated, Besides long-term unemployment, therefore, for the capitalists it makes no sense to proletarians with an enlightenment education that has as prerequisites access to science, culture, art, articulated with the mastery of writing and calculation. That being said, the capitalists at the global level use education for the transmission of values of bourgeois sociability and for the formation of a mass of proletarians that will be optimized in a marginal way in the labor market. In this sense, it is evident in the documents of the multilateral bodies, as well as in the new High School, the idea of flexibility that, coupled with neoliberal modernity, induces the unwary to believe that creative processes will solve the issues posed by work, but the more visible face of flexibility has been the removal of elementary rights. Thus, we can say about the interest of these agencies, especially those of the OECD and the WB (WORLD BANK GROUP), in influencing the educational process of countries. Another point to highlight concerns the formation of flexible workers conditioned to accept the rules and values of bourgeois society and devoid of the critical mass, essential instrument for the leap of consciousness in the class struggle and overcoming capitalist sociability. According to the research that education is a social mediation created and controlled by the bourgeois state in the midst of neoliberal orthodox policies, it is in this context that the reform of high school took place, tangential for the setbacks in the rights and achievements of the working class. The documents of international organizations symbolize the suppression, easing, commodification, precarization of education and the "new" High school illustrates the paradigm of formation that the state should make available notably to the poor and concomitantly satisfy the filibusters who negotiate education as a common commodity and glimpse the profit from the vilification of a universal right.