APRENDER A EMPREENDER: reflexões sobre um projeto de vida danificado

Abstract

This article aims to critically analyze the underlying assumptions of the curricular component "Life Project", widely integrated into the curricula of the final stage of Basic Education, following the curriculum changes implemented in the current High School Reform. It seeks to understand the conflicts regarding the formative meanings assigned to future generations, based on a bibliographic and documentary research that employs educational materials and pedagogical resources related to the "Life Project" curricular component adopted by the state of Paraná. In the first part, the discussion revisits the theoretical foundations of entrepreneurship and its dissemination in the educational field, understanding the convergence of such assumptions. Subsequently, critical analyses are conducted regarding the educational resources and materials used as pedagogical support for the "Life Project" curricular component, which can be understood as promoters of an entrepreneurial rationality. As a result, the debate aims to highlight that the assumptions of learning to be an entrepreneur, aimed at shaping a self-entrepreneurial youth, represent a damaged life project.