Ensino médio inovador: a vida da política educacional em diálogo com a palavra das escolas de Santa Catarina

Abstract

Considering the challenges of High School, with an emphasis on its specificities, we bring as our research problem the systematic reflection about the singularities of the Innovative High School (EMI), thought through the texts in the notebooks prepared by the teachers, participants in the PNEM - National Pact by the Strengthening of Secondary Education, in Santa Catarina. Thus, the objective of our research is to study the EMI policy, in dialogue with the teachers' elaborations, in the texts of the PNEM (SC), with a view to reflect on the contribution of the EMI policy, in the configuration of the singularities of the High school. The research method comprises bibliographic and documentary research, supported by Morin, Moll, Nóvoa, Cuche, Enguita and Vigotsky, involving the policies of EMI, More Education, PNEM and PRC. These contributions are stressed in dialogue with the texts of the teachers of the MS schools of SC, elaborated in the context of the PNEM. The methodology for reading policy documents and texts is based on Content Analysis, studied by Roque Moraes (1999). The dissertation of the research is organized presenting the historical trajectory of the High School in Brazil, in order to understand this educational complex, in the relationship with the EMI, in its singularities. It problematizes the public policies for High School and the specific policies for the Innovative High School, in SC and Brazil, to compose a panorama of the investigated context. Also, it conceptualizes and discusses the notions highlighted by the teachers in the texts of the PNEM, reflecting on the singularities of the MS and in this problematic, the challenges of the EMI. To do so, it takes a priori the notions of Interdisciplinarity, Youth and Culture, to weave the analytical course. From the reading of the policy documents and the texts of the teachers, we articulate, a posteriori, the notions of Teacher's Role and Social Function of the School. The research allows to indicate that the EMI is an educational policy that apprehends singularities of the MS, in what refers to integral and emancipatory education.