Banca de DEFESA: BRUNO INOCENCIO VICENTE

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : BRUNO INOCENCIO VICENTE
DATE: 28/08/2025
TIME: 18:00
LOCAL: Canal do Legesex no Youtube
TITLE:

bell hooks, Paulo Freire and Brazilian school education in the face of the neoliberal siege.

KEY WORDS:

Education. Neoliberalism. Engaged Pedagogy. Liberating Pedagogy.

PAGES: 164
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis was based on the hypothesis that the educational program implemented in Brazil is part of a neoliberalization project in which the search for the conformity of social agents and the attempt to shape their behaviors—all in the pursuit of restructuring the process of capitalist accumulation—become central elements. Therefore, our overall objective was to problematize Law No. 13,415/2017 and its current version (Law No. 14,945/2024), highlighting how the current stage of capitalism, in its neoliberalization phase, contributed to the construction of both laws and their interests in public education. To problematize the ongoing reform, we sought theoretical support from bell hooks and Paulo Freire. We believe that, given this scenario, the authors and their epistemologies could contribute to the current debate on the impacts of public secondary education reform. They could criticize the new forms of alienation that the current stage of capitalism brings with it. Education becomes something removed from socially constructed knowledge and enables a critical reading of reality. Furthermore, it is currently placing the Black school-age population in an even more precarious position. To prove our research hypothesis and fulfill our overall objective, we used historical-dialectical materialism as a method to identify, understand, and relate the real interests of the reform to the historical period in which it is being implemented. Based on this understanding of this reality, we critique it in light of bell hooks' and Paulo Freire's educational proposals. Recalling our hypothesis and our overall objective, we can conclude that the educational reform is extremely harmful to Brazilian youth, but especially to Black youth who attend public high school. Furthermore, we demonstrate that the reform, following neoliberal ideas, cleverly subverts some concepts central to an educational process that aims to develop critical, reflective, and emancipated social agents. Finally, we point out that overcoming the educational model proposed by the reform will only be possible through a counter-hegemonic project, in which the process of neoliberalization is identified and problematized—in this case, within the labor reforms that place workers in instability and face the loss of historically guaranteed rights—but also within their ideological apparatuses, in our case, the school institution.

 

COMMITTEE MEMBERS:
Presidente - 1742750 - JOYCE ALVES DA SILVA
Interna - 1794153 - FABRICIA VELLASQUEZ PAIVA
Externo à Instituição - JÓNATA FERREIRA DE MOURA - UFMA
Externa à Instituição - ROSANGELA APARECIDA HILÁRIO - UNIR
Externa à Instituição - SANDRA REGINA DE OLIVEIRA FAUSTINO - SME