A CRISE DO ENSINO MÉDIO NO BRASIL A PARTIR DE HANNAH ARENDT

Abstract

We present the conceptualization of the crisis in American education in the 1950s described by Hannah Arendt and, at the same time, we approach the political history of the recurrent crisis of Brazilian High School since the 19th century. For that, we analyzed the context of publication of Law n. 13,415/2017, which instituted the reform of the so-called “Novo Ensino Médio” (New High School) and the MEC's new attempt to carry out an evaluation and restructuring of the final years of Basic Education in Brazil, in 2023. The study presents results around bibliographical research of Arendt’s work, its interpreters and national education specialists around the notion of crisis in education and its causes and consequences. The working hypothesis is that it is possible to draw conceptual parallels between the Brazilian and North American crisis despite the space-time-contextual difference, especially due to the relevance of Arendt's concept of western political crisis and responsibility for education. We highlight the important analogy of North American pragmatism with the active methodologies reintroduced in Brazil due to the “Novo Ensino Médio” in which both are placed in the pedagogical scenario as a modernization of education.