Discursos curriculares acerca do Ensino Médio no Brasil: compreensões na área de Ciências da Natureza e suas Tecnologias

Abstract

This dissertation is inserted in the field of study of curriculum policies in Brazil, with a focus on High School (MS). It aims to understand the process of construction of the MS curriculum policy, with a view to the area of Natural Sciences and its Technologies (CNT), seeking to analyze the process of implementation/implementation of this policy in Rio Grande do Sul (RS). It is a qualitative research of bibliographic and documentary nature and with interviews carried out with teachers who work in public schools. The guiding question is: What meanings are expressed in the speeches that constitute the construction of curriculum policies for Secondary Education in Brazil? Therefore, in the first stage, a literature review was carried out in Brazilian academic works available electronically at the Brazilian Digital Library of Theses and Dissertations (BDTD), in which we sought to select the works that dealt with the theme "High School". The content analysis process made it possible to identify five categories: contradictions between what is done and what is proposed in the EM policy; reinforce the dichotomized teaching discourse; indicate the presence of economic interests and market demands; they show innovative practices in the classroom, and also that they understand policies as effective, but with implications for the context. Next, a historiographical documentary study was carried out, with the object of investigation being legal documents and studies carried out from the Francisco Campos Reform (1931) to the legislation proposing the New EM, Law 13.415/2017. In the empirical stage, interviews were carried out with two groups of Teachers, the first formed by Multiplier Teachers responsible for the process of implementing the New EM policy in 2019 and the second formed by Teachers in the area of CNT who work in schools in that the insertion of the New EM occurred in 2020. Regarding the New EM policy, perspectives emerge that indicate innovation in the teaching and learning processes, however, not disregarding its marketing bias and its inhibiting formatting of the basic part of the curriculum, so necessary for the formation of young people. We conclude that the strengthening of the Novo EM curriculum policy is linked to the understandings built in the school context and how the teacher must be informed and included in the construction of the educational policy. Therefore, we emphasize the importance of this study to broaden our understanding of the process of construction of curricular educational policies for MS in Brazil.