Educação e formação de cidadania: reflexões sobre as políticas públicas educacionais e o discurso Neoliberal

Abstract

Citizenship and Education are two fundamental concepts within the field of Social Sciences and essential aspects of social life. Citizenship is understood as belonging and active participation within a nation-state, wherein citizens are guaranteed civil, political, and social rights. Education, on the other hand, is perceived as a mechanism for socializing values within a society and as a process of human formation. Both concepts are interconnected and rely on each other for their development. This research aimed to problematize neoliberal educational legislation and its implications for the formation of citizenship. To achieve this, the specific objectives were to understand the historical constitution and conceptualization of Citizenship and Education, describe the relationship between Education and the formation of Citizenship,and reflect upon the meanings of Education expressed in Resolution No. 3/2018, which updates the National Curriculum Guidelines for High School in Brazil. The research adopted a qualitative approach, employing bibliographic and documentary analysis. The main theoretical references used were Pinsky and Pinsky (2014), Marshall (1967), Costa and Ianni (2018), Carvalho (2013), Aranha (2012), Lib‚neo (2011), Freire (2013 and 2021), and Ball (2018).Historically, the advancement of Citizenship has occurred through key moments when individuals have associated and collectively acted to bring about changes in reality. Criticalreflexive education shapes citizenship as it is the only form capable of raising individuals'awareness of their social position and engaging them in a movement of social praxis, a concept associated with the full exercise of citizenship. The challenges we face in our current neoliberal context are significant. This ideology is permeating the State and Public Policies. Regarding Education, the analysis of Resolution No. 3/2018 revealed a significant subordination of educational policies to neoliberal logic. This presents a danger, as neoliberal education is based on competition, efficiency, and profit, thereby individualizing and overburdening individuals. Consequently, it hinders critical reflection, undermines the reconstruction of collective action, and impedes the emancipation of citizenship.