Educação híbrida no ensino médio catarinense: contradições de uma política curricular em transformação

Abstract

This research, linked to the Research Line in Educational Policies of the Graduate Program in Education (PPGE) at the Federal University of Fronteira Sul (UFFS), Chapecó-SC campus, focuses on Hybrid Education in High Schools in Santa Catarina within the context of recent Curriculum Reforms. The study sought to answer the following research question: What were the main reasons that led the State Department of Education of Santa Catarina to implant Hybrid Education in the state’s New Secondary Education? To address this question, the general objective was to investigate the main reasons that led SED/SC to implant Hybrid Education in the New Secondary Education of Santa Catarina, with the following specific objectives: (i) to provide a brief historical overview of the curriculum policy of the New Secondary Education in Brazil and its repercussions in Santa Catarina; (ii) to define Hybrid Education and analyze how it emerged in the Brazilian educational context, as well as its introduction in Santa Catarina’s high schools; and (iii) to investigate the main reasons behind the implantation of Hybrid Education in the state’s New Secondary Education. The research adopted a qualitative, documentary approach, using Content Analysis as the data analysis technique, following Bardin (2016). Based on the reading and categorization of the Recording Units, three Categories of Analysis were defined to support data interpretation and the organization of responses according to Creswell’s (2010) Protocol. The results identified in the analysis of the documentary corpus and highlighted in the final considerations revealed that the implantation of Hybrid Education in Santa Catarina, during the 2024 academic year, was strongly associated with the reduction of in-person class hours in daytime high schools and the shortening of the duration of nighttime high school from four to three years. This demonstrates that technological innovation was, in fact, used as a strategy for administrative and temporal reorganization of education. Moreover, the analysis of the guiding document on Hybrid Education exposed weaknesses in the assessment of non-presential activities and in student attendance control, which relied solely on the weekly submission of these activities, regardless of their quality. These findings highlight contradictions between the discourse of pedagogical modernization and the practices effectively implanted, pointing to future challenges related to teacher training, equity in access to technology, and the pedagogical consistency of Hybrid Education—especially in light of the new changes planned for the 2025 academic year, which may be further explored in future studies.