A reforma do ensino médio (lei nº 13.415/2017): estado do conhecimento sobre a reformulação curricular

Abstract

The High School Reform, established by Federal Law No. 13,415/2017, has been the subject of intense debate and controversy within the Brazilian educational field, as it introduced significant changes to curricular organization, school structure, and the daily lives of teachers and students. The general objective of this study is to analyze, through a State of Knowledge investigation, academic works published between 2017 and 2024 on the High School Reform (Law No. 13,415/2017), aiming to identify the main themes, impacts, and perceptions of teachers and students, as well as the gaps and challenges related to its implementation and curricular restructuring. The methodological path followed the stages of Annotated, Systematized, Categorized, and Propositional Bibliography (Kohls-Santos & Morosini, 2021). The survey was carried out using the CAPES, IBICT, and SCIELO databases, resulting in the selection of 18 academic works (theses and dissertations) that composed the corpus of analysis. To deepen the investigation, the Content Analysis technique (Bardin, 2011; Franco, 2018) was applied, enabling a rigorous screening of the material and the extraction of qualified inferences. The results of the categorization revealed three main analytical axes: (1) the impacts of the Reform on teaching practice and students’ daily life, highlighting work overload, bureaucratization, and precarization; (2) students’ perceptions of the New High School, indicating limited youth protagonism and tensions between official discourse and school reality; and (3) the challenges of implementation in federative contexts, with significant variations and the deepening of regional and structural inequalities. It is concluded that the movement of academic production between 2017 and 2024 reflects a consistent critique of the Reform’s implementation, revealing contradictions between its stated objectives and its concrete effects. The study contributes by systematizing knowledge trends and highlighting gaps for future research, especially regarding the need for longitudinal studies and greater representativeness in peripheral and rural contexts.