NOVO ENSINO MÉDIO: DESAFIOS E (IM)POSSIBILIDADES NA IMPLANTAÇÃO DOS ITINERÁRIOS FORMATIVOS

Abstract

The implantation of the “New” High School is in progress all over Brazil, as it is a very recent counter-reform process, it generates multiple insecurities and interpretations for the entire school community. From this perspective, we realize to incite a provocative debate, as well as an analytical one about the “new” proposal, with special emphasis on student learning. This research, developed within the scope of the Graduate Program in Education, Line: Education, Institutions and Educational Policies, at Inhumas’s College – FacMais, had the objective of observing and discussing the counter-reform of High School in Brazil and the implementation of the “New” High School from the realization of the formative itineraries, mainly, in the field school CEPMG-WM. The specific objectives were: 1) to list and analyze the legal legislation at the High School stage that supports the Reform, the changes from the new proposal, as well as the government's interests for its implementation; 2) discuss how the New High School project is being implemented in schools, analyzing the changes, expectations and challenges that this movement brings to the academic context and 3) verify if way of training itineraries are being offered can help in the development of the student's learning. For the discussion of this moment, we dialogued with reference theorists in the subject, such as, Dante Moura e Domingos Filho (2017), Celso Ferreti (2018) and Tiago Oliveira (2021). In the research, we chose to use a qualitative methodology, with a field research. The method used in the study approached dialectical historical materialism, as it is based on historicity, contextualization and contradictions in which the research object is involved. As data collection instruments, documental analysis, observation, logbook and semi-structured interview. The research participants were teachers and pedagogical coordinators who effectively participated in the implementation of training itineraries in the school located in the northern region of the town of Goiânia, state of Goiás. Data analysis was done from the perspective of Bardin (2011) and through content analysis. The results of this investigation are intended to instigate reflection on the question raised and also to stimulate the development of new studies about insertion of this “new” policy in the educational field related to the stage dedicated to Brazilian High School.