Vinícius Costa Araújo LIRA; Francisco Vieira da SILVA and Thâmara Soares de MOURA
Rev. EntreLinguas, Araraquara, v. 9, n. 00, e023003, 2023. e-ISSN: 2447-3529
DOI: https://doi.org/10.29051/el.v9i00.17748 9
entrepreneur of himself and to participate in the global world in which English is the
predominant language, without, however, questioning socially unequal structures, but rather
improving human capital from the acquisition of this language as a good, a commodity, a
commodity. A similar finding can be found in Lucena and Torres (2019, p. 639, our translation),
when they argue that "[...] English emerges as a commodity/merchandise linked to
globalization, reified also as an object amenable to domination and a communication tool."
In this logic, the discourses about entrepreneurship and the entrepreneur are endowed
with knowledge for which everyone can become and follow this path that, supposedly, would
lead to success in personal and professional life. This success discourse is supported by power
relations that urge the subjects to demand a series of efforts in order to be recognized as winners.
In the educational field, the insertion of this logic is intrinsically related to the increasingly
active participation of private initiative sectors, which see in the school institution the
opportunity to fulfill the desires of the financial market. According to Sá (2022, p. 293, our
translation), entrepreneurship "[...] as well as other buzzwords that permeate curricular
prescriptions, is a product of the neoliberal wave that since the last decade of the twentieth
century has strongly advanced over Brazilian public educational policies," which aim to "[...]
placate the supposed failure of public education" (SÁ, 2022, p. 293, our translation).
It is worth noting that both the BNCC-EM and the Curricular Reference Points for the
Elaboration of Formative Itineraries point out the importance of developing entrepreneurial
skills in high school students in the achievement of their life projects.
At least two objectives present in the Benchmarks refer such need: "[...] expand skills
related to self-knowledge, entrepreneurship and life projects; use this knowledge and skills to
structure entrepreneurial strategies with various purposes [...]" (BRASIL, 2019, p. 9, our
translation). Already the BNCC-EM, when discussing the preparation for the world of work,
highlights: "[...] provide a culture conducive to the development of attitudes, skills and values
that promote entrepreneurship" (BRASIL, 2018, p. 466, our translation); the document
adjectives the entrepreneurial practice as endowed with "[. .] creativity, innovation,
organization, planning, future vision, risk-taking, resilience, and scientific curiosity, among
others), understood as an essential competence for personal development, active citizenship,
social inclusion, and employability" (BRASIL, 2018, p. 466, our translation).
In this perspective, the English language teaching materials in the scope of the new high
school, in view of the close connection between this language and the world of work,
globalization and employment opportunity, tends to undertake the construction of discourses