O funcionamento discursivo das competências socioemocionais na BNCC, no DC-GO ampliado, no dc-goem e na matriz de macro e microcompetências do Instituto Ayrton Senna: uma análise arquegenealógica da governamentalidade neoliberal e da produção do sujeito escolar

Abstract

This dissertation aims to describe and analyze the discursive functioning of socio-emotional competencies in the official curriculum of the public school system in the state of Goiás, Brazil, seeking to understand how such statements are constituted, stabilized, and produce effects of power and subjectivation within contemporary curricular policies. The corpus consists of the Brazilian National Common Curricular Base (BNCC), the Goiás Curricular Document – Extended Version (DC-GO Ampliado), the Goiás Curricular Document – High School Stage (DC-GOEM), and the matrix of macro and micro socio-emotional competencies developed by the Ayrton Senna Institute, understood as discursive materialities endowed with normative force in the educational field. Situated within the field of Foucauldian Discourse Analysis, this research adopts archaeogenealogy as its theoretical-methodological strategy, articulating the description of enunciative regularities with the problematization of power dispositifs that sustain the emergence and circulation of socio-emotional discourse in the curriculum. In dialogue with Michel Foucault, Pierre Dardot and Christian Laval, Wendy Brown, and Byung-Chul Han, the study is grounded on the assumption that socio-emotional competencies operate as discursive technologies that produce specific modes of subjectivation aligned with neoliberal rationality. The analysis revealed the recurrence of statements organized around notions such as autonomy, protagonism, self-regulation, resilience, and individual responsibility, producing the effect of a school subject called upon to manage themselves, their emotions, and their performance. It also identified the stability of certain linguistic forms—such as the use of infinitive verbs and abstract nouns—which contribute to the consolidation of a regime of enunciability within the curricular field. In the context of Goiás, these statements are reiterated and operationalized through policies and instruments that articulate evaluation, performance, and conduct management, with particular emphasis on the role of the Ayrton Senna Institute in systematizing and measuring such competencies. The results indicate that this discourse does not merely expand the scope of education but constitutes a dispositif of government that interpellates students and teachers into subject-positions marked by individual accountability, self-regulation, and continuous adaptation. In this process, a constitutive contradiction of neoliberal rationality becomes evident: while discourses emphasize emotional care and holistic development, they simultaneously intensify demands for performance and self-management, potentially producing effects such as overload, exhaustion, and self-exploitation. It is concluded that the centrality of socio-emotional competencies in the analyzed documents does not represent a neutral pedagogical development, but rather the effect of a specific political rationality that permeates the contemporary educational field at multiple scales. By describing this discursive functioning, the study contributes to discourse and curriculum studies by highlighting how the curriculum actively participates in the production of subjectivities and in the governance of conduct, opening space for further problematizations regarding accountability policies, teachers’ working conditions, and the ethical-political implications of emotional management in public education.