Novo Ensino Médio: significações dessa política pelos atores escolares

Abstract

The purpose of this research is to present some of the meanings that school actors have about the New High School in the state of Rio de Janeiro. As far as the theoretical-strategic framework is concerned, it is based on the discourse theory of Ernesto Laclau and Chantal Mouffe to investigate the aforementioned curriculum policy. The categories used were: discourse, hegemony, empty signifier and antagonism. To do this, I used as references the appropriations that the following authors in the field of curriculum make of this theory to think about curriculum policies, in particular, Lopes (2012, 2013, 2015, 2019), Macedo (2012, 2016, 2017), Pereira (2019) and Souza and Borges (2023). Field research was carried out with high school teachers, students and their guardians from August to December 2022. The Snow Ball Sampling research method was used to select and approach the target audience. This research method, proposed by Goodman (1961), is qualitative in nature and consists of a random sample of individuals, in which previously sampled individuals can facilitate the sampling of others through referrals. The survey's target audience totaled 20 teachers, 7 students and 8 guardians. From the data analysis, it was possible to conclude that, for the majority of teachers, the New Secondary Education does not represent an improvement in the quality of education, as it does not take into account more urgent school demands, such as investment in infrastructure and personnel, among other aspects. Another point to be highlighted is the argument that, by removing disciplines from the curriculum, this policy, for most teachers, constitutes an antagonistic exterior to the disciplinary communities. Because of this, we can see through the teachers' meanings that they are defending disciplined knowledge in the curriculum. With regard to the students, this research argues that, for the majority, this policy represents an improvement in the quality of education. One of the justifications given by the students refers to the reduction in the number of compulsory disciplines in the curriculum, which could increase their interest in studying, as well as creating a more fluid/dynamic path for their education. With regard to those responsible for the students, it can be said that the majority do not consider this policy to be synonymous with improving the quality of education, because by reducing compulsory disciplines, it compromises the students' education and limits their future possibilities, especially with regard to entering the job market. However, it should be noted that for the three groups of school actors, there was no consensus on approval or disapproval of this policy. Likewise, all three groups see knowledge as the core of the curriculum, whether it is disciplined knowledge or not. Finally, the analysis of the school actors' meanings about the New High School highlighted the impossibility of full representation in society, as well as the incomplete and contingent nature of this policy, and that, at the same time, there is a recurring salvationist and essentializing evocation, as it supposes the possibility of previously defining the students' educational path.