“Velho” Novo Ensino Médio (Nem): contextos da influência e da produção do texto da política

Abstract

The general objective of this research was to investigate the context of influence to develop the New High School (NEM - acronym in Portuguese) policy text, at national and state levels, in order to understand its intentions and proposals. The specific objectives are: present the policy contexts of influence and production, considering the development of the New Secondary School (NEM) text; analyze the NEM text, regarding its conception and curriculum structure. The nature of approach is characterized as a qualitative, exploratory and documental research based on three normative documents: Federal Law nº 13.415/2017, High School Common National Curricular Basis and the "Gaucho" Curricular Referential for the New High School. These documents were analyzed by five categories: New Secondary School conception; NEM Curriculum structure; Capacity Building Itineraries, Life Project, and Work and Sustainability. The results were analyzed considering the Content Analysis (BARDIN, 1977) and were organized by Ball's Policy Influence and Production and Bowe's Policy Cycle Approach (1992), with theoretical support of other authors/references on the subject. As main results of the analysis, it's highlighted: a) the Conception of the New High School is close to the neoliberal model of a minimal State, justified by managerialism and efficiency, which uses a state-centered discourse, making teachers responsible for the school failure of students; b) The NEM Curriculum Structure of presents regulatory, verticalized, technical characteristics based on the pedagogy of competences; c) with regard to the Training Itineraries, it is perceived that they do not guarantee learning rights to the students and they are very close to a type of curricular violence due to its imposition of choices that have not been defined by the students, by the teachers or by the whole schools, since they bring in their essence the model of privatization and commodification; d) As part of the Formative Itineraries, Life Project presents the intention of making students responsible for their learning and choices, being implemented without the proper theoretical foundation and without training the teachers, proposing a entrepreneurial and flexible view of labor market; e) Work and Sustainability are recurring themes in NEM documents. The Work perspective emerges as a historical factor of appropriation by capital, and Sustainability is related with the economic sustainability, being favored in detriment of the environmental and the social perspectives. Considering these categories of analysis, it's possible to conclude that the High School reform is not innovative, but "old", with authoritarian, conservative and mercantilist characteristics. It is based on a traditional and technical teaching, envisioning the reproduction of knowledge and which doesn't bring the learning and its concepts closer to the students' daily lives. The competences and abilities contained in the NEM Policy Text are very close to the pedagogy of competences, which is not new and is being re-edited in the new NEM legislation.