Vivência docente no componente curricular “projeto de vida”: entre a INOVAção e a produção do fracasso
Data
2021-02-07
Autores
Russo, Carolina Moreira 
Orientadores
Minhoto, Maria Angélica Pedra
Tipo
Trabalho de conclusão de curso
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ISSN da Revista
Título de Volume
Resumo
O presente relato de experiência, à luz de Paulo Freire e observando as máximas “educar não é transferir conhecimento”, “não há docência sem discência”, e “ensinar exige a convicção de que a mudança é possível”, traz uma reflexão crítica acerca da implementação do componente curricular Projeto de Vida, peça central do Programa Inova da Secretaria da Educação do Estado de São Paulo. No ano letivo de 2020 todas as escolas públicas estaduais de ensino fundamental anos finais e ensino médio, em São Paulo, passaram a contar com duas aulas semanais de Projeto de Vida em suas grades curriculares. Observando a interferência das agências multilaterais e das think tank na construção das Políticas Públicas em Educação no Brasil, é possível compreender como a implementação do componente curricular Projeto de Vida serve à agenda global para a educação. Para além dessa observação, a partir de minha experiência enquanto docente de tal componente curricular, apresento uma reflexão acerca da produção do fracasso e sua conexão com a defesa das agendas pró-mercado e globalistas.
The present experience report, in the light of Paulo Freire and observing the maxims "educate is not to transfer knowledge", "there is no teaching without learning", and "teaching requires the conviction that change is possible", brings a critical reflection about the implementation of the “Life Project” curricular component, the centerpiece of the Inova Program of the São Paulo State Department of Education. In the academic year of 2020 all state public schools of elementary school and high school, in São Paulo. They started to have two weekly “Life Project” classes in their curriculum. Observing the interference of multilateral agencies and think tanks in the construction of Public Policies in Education in Brazil, it is possible to understand how the implementation of the curricular component “Life project,” serves the global agenda for education. In addition to this observation, from my experience as a teacher of such a curricular component, I present a reflection on the production of failure and its connection with the defense of pro-market and globalist agendas.
The present experience report, in the light of Paulo Freire and observing the maxims "educate is not to transfer knowledge", "there is no teaching without learning", and "teaching requires the conviction that change is possible", brings a critical reflection about the implementation of the “Life Project” curricular component, the centerpiece of the Inova Program of the São Paulo State Department of Education. In the academic year of 2020 all state public schools of elementary school and high school, in São Paulo. They started to have two weekly “Life Project” classes in their curriculum. Observing the interference of multilateral agencies and think tanks in the construction of Public Policies in Education in Brazil, it is possible to understand how the implementation of the curricular component “Life project,” serves the global agenda for education. In addition to this observation, from my experience as a teacher of such a curricular component, I present a reflection on the production of failure and its connection with the defense of pro-market and globalist agendas.
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Citação
RUSSO, Carolina M.