Novo ensino médio: conflitos e tensões na dinâmica escolar

Abstract

This study sought to investigate the impacts of implementing the New High School reform on pedagogical practices, curriculum, and teacher training by analysing the perceptions of teachers, coordinators, and principals, in both public and private schools selected for this research. We aimed to examine the perception of these principals, coordinators and teachers that specialize in Natural Sciences and work in public and private schools in Niterói, with the aim of understanding how the BNCC is being applied in the New High School at these schools, considering the challenges of this implementation. To achieve these objectives, questionnaires were completed by teachers and interviews were conducted with coordinators and principals. We expected to find contradictions between the implementation of the New High School and the false promises of ―freedom‖ and ―equality‖ for students. We also expected to find a lack of unity/organization in the execution of the formative itineraries in the investigated schools. As a result of this research, we believe that the New High School is not being implemented consistently across the selected private and public schools, and that this may contribute to the widening of social inequalities. We have shown, based on the data collected through interviews with principals and coordinators, that there is no unity/organization in the implementation of the training itineraries in the selected schools, as there is a considerable difference between the itineraries offered by private schools and by state public schools. We also emphasize that the implementation of the BNCC was superficial, as there was no in-depth debate between coordinators/principals and the teaching staff, nor was it conducted democratically, according to the interviewees. The lack of a broad discussion process, involving those directly engaged, underscores that the current reform fails to deliver on the promises made by government propaganda in the vast majority of schools.