A reforma do Ensino Médio (Lei n. 13.415/2017) e os desafios da gestão curricular na garantia da formação integral: por uma proposta multidisciplinar para além da pedagogia tecnicista

Abstract

Based on this research, we sought to analyze the implementation of the New High School at the Escola Estadual de Educação Básica Tito Ferrari, in the municipality of São Pedro do Sul/RS, and its impact on guaranteeing comprehensive training for the young people who attend it. To this end, we observe, construct and collect information during all implementation actions of the Gaúcho High School, following the objectives determined for the research, which are: i) studying the legal documents that establish and guide the implementation of the New High School, both on the national and state scenes; ii) map students’ characteristics (profile, expectations, motivations and purposes) as well as the importance of the Tito Ferrari State School of Basic Education in the comprehensive training of the young people who attend it; iii) identify possibilities and constraints in the process of implementing the New Secondary Education, both from the point of view of teachers and students; and finally, iv) prepare, based on the information collected during the research, a draft with elements to be considered in the process of implementing the new secondary education, aiming at integral and human training. Thus, we accompany students and teachers at all stages of the process of implementing the New Secondary Education at E.E.E.B. Tito Ferrari, identifying challenges and difficulties. Analysis of the results points to a worrying conclusion: the Secondary Education Reform, applied in an authoritarian manner, fails to promote an education that is truly integral and humanizing. By transforming themes into alternative and optional subjects, the reform reduces the workload of essential components of basic general education, widening the gap between the quality of education offered by public and private schools. For curriculum management to achieve the objective of comprehensive training, it is essential that the reality and autonomy of the school community are considered in the development of the curriculum. Although the current curriculum contains elements that could be used to promote integral and human education, they do not compensate for the losses resulting from early and immature educational choices during High School. A significant change in High School cannot be achieved through the imposition of a curriculum that serves capitalist interests, instead of seeking the integral education of students. A redirection is necessary that prioritizes the educational needs of students, respecting their individualities and the social context in which they are inserted, without disregarding the training needs for secondary education.