Discursive disputes and entrepreneurial education: the appropriation of the BNCC by private segments in high school

Abstract

This article, which originates from our doctoral research, analyzes the discursive construction of entrepreneurial education in the context of the National Common Curricular Base of High School (BNCC-EM), focusing on the private segments, particularly the Lemann Foundation. From the Cartographic Analysis of Discourse, articulated with Foucaultian references and Applied Linguistics of a discursive nature, it is investigated how enunciators alien to the school daily life construct effects of truth that legitimize their action on the public school. The corpus of the research consists of statements released by institutional private actors between 2018 and 2020. The analysis highlights linguistic strategies that produce an ethos of authority, resorting to the use of the first person plural, the repetition of terms such as “quality”, “protagonism” and “equity” and the articulation with decision-making bodies, such as the National Council of Education. It was found that these discourses not only promote the insertion of entrepreneurial ideas in the public curriculum, but also delegitimize the experience and voice of education professionals. When contrasting these discourses with those of counter-conduct entities, such as ANPED and ANFOPE, a structural intercomprehension is observed. The research contributes to the critical debate on the presence of private capital in public education and reinforces the importance of problematizing the naturalization of business discourses in the educational field.