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Using theoretical and methodological foundations from Educational Policies and Curriculum studies, it performs a historical-documental analysis of legal frameworks following the LDBEN (1996). 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multilingual | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 29 Number 150 November 8, 2021 ISSN 1068-2341 |  |\n\nThe Institution of Neoliberal Rationality in Brazilian Educational Policies based on the “Keep Learning” and  \n“Learn to Learn” Principles  \nAudrei Rodrigo da Conceição Pizolati  \nUniversidade do Vale do Rio dos Sinos-UNISINOS  \nBrazil  \nCitação: Pizolati, A. R. C. (2021) . The institution of neoliberal rationality in Brazilian educational policies based on the “keep learning” and “learn to learn” principles. Education Policy Analysis Archives, 29(150). [https://doi.org/10.14507/epaa.29.6023](https://doi.org/10.14507/epaa.29.6023)  \nAbstract: Considering the current neoliberal context and its implications in the field of education, the objective is to examine the discursive genesis of the “learn to learn” principle that privileges“keep learning”, pointed out by educational policies for high school. For this, based on theoretical and methodological bases in the studies of Educational Policies and Curriculum, a historicaldocumental analysis is carried out. The materiality chosen concerns the legal frameworks that followed the National Law of Guidelines and Bases of Education (LDBEN, 1996) . It is observed that the constitution of the neosubject, in a flexible, responsible and autonomous way, resides in the promulgation of LDBEN and is gradually supported in the educational and curricular policies that underlie the Common National Curriculum Base-High School. The meaning assumed by Brazilian education today is in line with market pr, which internalize and value assumptions such as entrepreneurship and self-entrepreneurship. Thus, neoliberal rationality tends to consolidate itself through the individuation and flexible autonomy of the formative itinerary aimed at high school. In this process, the institution of neosubject subjects throughout life is encouraged.  \nKeywords: lifelong learning; high school; neoliberalism; educational policies  \nLa institución de la racionalidad neoliberal en las políticas educativas brasileñas basadas en los principios de “seguir aprendiendo” y “aprender a aprender”  \nResumen: Considerando el contexto neoliberal actual y sus implicaciones en el campo de laeducación, el objetivo es examinar la génesis discursiva del principio “aprender a aprender” según el cual los privilegios “continúan aprendiendo”, señalado por las políticas educativas para la escuela secundaria. Para ello, con base teórica y metodológica en los estudios de Políticas Educativas y Currículo, se realiza un análisis histórico-documental. La materialidad elegida se refiere a los marcos legales posteriores a la Ley de Lineamientos y Bases de la Educación Nacional (LDBEN, 1996) . Seobserva que la constitución de la disciplina del neo-sujeto, de manera flexible, responsable yautónoma, reside en la promulgación de la LDBEN y es apoyada paulatinamente por las políticaseducativas y curriculares que sustentan la Base Nacional Común Curricular–Escuela Secundaria. El significado que asume hoy la educación brasileña está en línea con lo que proclama el mercado, en el que la intención es interiorizar y fortalecer supuestos como el emprendimiento y el autoemprendimiento. Así, la racionalidad neoliberal tiende a consolidarse a través de la individualización y autonomía flexible del itinerario formativo de la escuela secundaria. En este proceso, la institución de neo-sujetos de aprendizaje permanente.  \nPalabras clave: aprendizaje permanente; scuela secundaria; neoliberalismo; políticas educativas  \nA instituição da racionalidade neoliberal nas políticas educacionais brasileiras a partir dos princípios “continuar aprendendo” e “aprender a aprender”  \nResumo: Considerando o contexto neoliberal no presente e suas implicações no campo daeducação, objetiva-se examinar a gênese discursiva do princípio “aprender a aprender” que inc","cbCaiiqioMXb0Ucf","https://ap.wps.com/l/cbCaiiqioMXb0Ucf","pdf",442264,29,"English","# Abstract\n## Research objective and context\n## Method and materials\n## Key findings","[{\"question\":\"What is the main objective of the article?\",\"answer\":\"To examine the discursive genesis of the “learn to learn” principle that privileges “keep learning” in Brazilian high school educational policies.\"},{\"question\":\"How does the study analyze the policy development?\",\"answer\":\"It conducts a historical-documental analysis based on theoretical and methodological foundations from Educational Policies and Curriculum studies, focusing on legal frameworks after the LDBEN (1996).\"},{\"question\":\"What role does the “neossubject” play in the findings?\",\"answer\":\"The article argues that the constitution of the “neosubject” as flexible, responsible, and autonomous is supported by later educational and curricular policies, encouraging lifelong learning aligned with market assumptions.\"}]","The institution of neoliberal rationality in Brazilian educational policies based on the “Keep Learning” and “Learn to Learn” principles - Peer-reviewed academic journal - Volume 29 Number 150 | PDF",1790734157,73]