Mudou o currículo, e agora? Um estudo sobre a implementação da reforma curricular do ensino médio a partir de uma escola-piloto do município de Chapecó-SC

Abstract

The focus of this research is the New High School, and the main objective is to understand the process of its curricular implementation in Chapecó, a municipality in the state of Santa Catarina, through a pilot school. The theoretical discussions are situated in the fields of public policies, policy implementation, policy analysis, and curriculum, drawing on the works of the following authors: Arretche (2001), Arroyo (2013), Draibe (2001), Kuenzer (2017), Moreira (2009), Pacheco (2000; 2021), Rua (2009), Sacristán (2000), Silva (1999), and Souza (2002; 2006). Methodologically, it is a qualitative study based on the Content Analysis method developed by Bardin (2004). The corpus analyzed includes key documents guiding the curricular reform of the New Federal and State High Schools and field research involving daily school observations and semi-structured interviews with teachers. The interview data were analyzed through the Content Analysis of Bardin (2004) using categorization. The High School reform, prompted by Law No. 13,415 of 2017, significantly impacted the organization and provision of High School education in Brazil, highlighting the relevance of this study. The literature review revealed various academic works on implementation in different states; however, few studies have focused on teachers, who are crucial agents in implementing this new public policy. As a study on the implementation of an educational public policy, this research will contribute to academic debate and inform policymakers, presenting practical implications within a school setting and offering a diagnosis of the possibilities and limitations of implementing the New High School curriculum in the state of Santa Catarina, where Chapecó is located. This research demonstrated that historical and fundamental issues concerning High School and basic education persist, such as inadequate school infrastructure, insufficient continuous teacher training, lack of planning conditions for teachers, and limited financial resources. Thus, educational policies focusing solely on curriculum reform do not bring about significant transformations in education. Instead, they end up being implemented based on the references that the implementers have about the policy and according to the reality of the school.