O novo ensino médio numa escola piloto (2019 - 2022) : análise na área de ciências da natureza

Abstract

The research is guided by the questioning of how the High School Reform is presented in a pilot school of the state network in the city of Bagé-RS, between the years 2019 to 2022. The general objective of the research is to investigate the strategies, developed in the school, referring to the “New High School” from the area of Natural Sciences. The research has a qualitative approach and, based on the objectives, it is exploratory. According to the technical procedures, it uses documental, bibliographical and field research, involving the teacher/researcher, management and teachers from the field of Natural Sciences in the field of research. The Policy Cycle Approach and a systematic literature review are used as a basis for the documental analysis of official documents related to the New High School curriculum reform, such as Law 13.45/17, the National Curriculum Guidelines for High School and the Basic National Common Curriculum. The instruments for data production were: Researcher's field diary; interview with a teacher who received training on secondary education reform; and questionnaires with the directors and professors in the field of Natural Sciences. The technique of Content Analysis of the data produced leads to a broad discussion, based on the theoretical framework Policy Cycle Approach and Curriculum Theories, as well as other emerging theories. The discussion was held around the three categories of analysis: "Formats of teacher training for the New Secondary Education at school", "Curricular organization of the New Secondary Education and implications for the role of the teacher", "Didactic strategies and infrastructure for the New Secondary Education at School”. The analyzed data point to: Teachers with “notorious knowledge”; deluded students; professors with smaller workloads; and planning overload to put the new disciplines into practice without accounting for activity at the time, new disciplines, those with content different from their initial training. The policy, Law 13.415/17, was interpreted and contextualized by each of the social actors differently, suffered internal and external influence, showing power relations, which we can identify as macropolitics. When put into practice, it was reorganized by each actor so that the small power relations over politics can be identified as micropolitics, in local scope in the school environment.