Manipulação em campanhas publicitárias na educação? Uma análise semiolinguística do discurso para o caso da BNCC e reforma do ensino médio

Abstract

The proposal for a common national base for the curriculum is not recent, being claimed in the ANPEd Bulletin of 1988 and, with some effort of analogy, referring to the establishment of a national curriculum through Decree no. 2,857 of 1898. The setting of “minimum contents” appears in the Federal Constitution of 1988 and the Law of Directives and Bases of Education (LDB) - Law No. 9.394 / 1996 - expressly states that “the curricula of elementary and high school should have a common national base”. Since then, only curriculum guidance documents have been published in the form of the National Curriculum Parameters and the various guidelines issued between 1998 and 2013. Since 2007, however, the discussion on curriculum issues has been revived and the National Education Plan (PNE) foresaw the adoption of a Common Base National Curriculum (BNCC) as a strategy to achieve its goals. The BNCC's elaboration work, since then, involved several segments of society and developed under conflicting circumstances at the national level, which it did not follow unscathed. As a result, the BNCC presented to the term received criticism from experts, many of whom were initially engaged in its discussion and elaboration. Despite this, the government continued to promote BNCC and High School Reform (REM), the latter being enacted while the BNCC was being drafted. Articulated, BNCC and REM, promote profound changes in education, especially in curricula. What we observe is that the performance of political networks formed around the ongoing educational reform influenced this process, configuring a heterarchical political context in which the State has reduced its decision-making capacity, since it is in a mode of governance in which political networks significantly impact their performance. This whole scenario of articulations, solutions and proposals presents itself to society in a massive and propagandist way. In this work, we seek to investigate how the Ministry of Education (MEC), giving vent to the speeches of these networks, influenced public opinion in its defense of BNCC and REM from its communication campaigns for a wide audience. To this end, we begin by considering Stephen Ball's policy cycle approach for a characterization of the context of influence in which networks operate, in order to build a narrative of the present political strategies and, secondly, we use the Semiolinguistic Analysis Patrick Charaudeau's Discourse and Concepts of Public Opinion, Propaganda and Manipulation in order to question to what extent the promotion of BNCC by MEC operates only in the area of influence or approaches manipulation. The analyzes carried out show elements that, according to Charaudeau, characterize the manipulation discourse, indicating to us the intention to manipulate public opinion through advertisements in favor of BNCC and REM.