O processo de implementação do Novo Ensino Médio na rede pública estadual de ensino do Rio de Janeiro

Abstract

This research analysed the political actions carried out by the Rio de Janeiro State Department of Education (SEEDUC-RJ) in relation to adapting secondary education to the Common National Curriculum Base (BNCC) and the reform of secondary education, in the process of implementing the New Secondary Education (NEM). Specifically, it aimed to (a) analyse the legal frameworks and documents that refer to the NEM in the Rio de Janeiro state public school system and (b) investigate the meanings of the implementation of the NEM caused by the secondary education Reference Curriculum. To carry out the research, a bibliographic review was initially carried out in the Catalogue of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and in the SciELO portal, using specific keywords, in order to map discussions and research on the subject of interest. In the next stage, public documents were collected from the SEEDUC-RJ and Ministry of Education (MEC) websites, focusing on the reform of secondary education, the BNCC and the new curriculum proposal for secondary education. The analysis of texts and documents in the public domain was based on the analytical approach of Stephen J. Ball and collaborators, which makes it possible to consider the articulations made within the scope of neoliberal policies that act to promote changes in education, aiming to produce new subjectivities and school practices. The research concludes with the harmful process of curriculum emptying, caused by the impoverishment of basic general education subjects to make room for elective subjects and training itineraries that favour socio-emotional aspects, personified by stimulating the development of attitudes and values, justified by pressure from international organisations involved in the political dispute for significance on the educational scene. The processes of interpreting and translating policies can trigger acts of insubordination and resistance in schools, since these processes are always dynamic and cannot always be fixed to meet the objectives set by governments. However, the final considerations show that there are already political forces on the national scene acting to neutralise some of the most damaging elements of the current reform. The participation of teachers and students – political actors, translators and receptors respectively – is increasingly urgent, in order to give new meanings to the clash in the educational field, so that new meanings can be shifted in the struggle for equity, for a socially fairer and less unequal education.