Estudo das concepções sobre o novo ensino médio dos gestores e professores de ciências da rede de educação básica estadual de Pernambuco

Abstract

The New High School name by which it became known changes that Law no. 13,415 / 17 makes the LDB 1996, brings two major changes in this stage of basic education: one of workload and another curriculum. A structural change in high school focuses on the subjects that make up education systems in different ways. In this sense, this paper aims to analyze the conceptions of social actors affected by these measures regarding the legal framework regarding the feasibility, performance and knowledge; and curriculum theories, which are the rational, critical and post-critical. To this end, semistructured interviews were conducted with science teachers and the manager of a school in Calumbi-PE and a servant of the Pernambuco Department of Education. For data analysis, Minayo's Hermeneutic-Dialectical Analysis (2008) was used. When analyzing the data, we observed that the science teachers and the school manager understand that the viability of the proposals is limited and explain from the context in which the school in which they work is inserted, and the server of the Pernambuco Department of Education, conceives feasibility as possible in almost all of the legal framework. Regarding performance, science teachers do not accurately explain their role within the changes, while SEDUC's manager and server do so. The SEDUC server and the school manager are those whose speeches most closely match what is written in the legal framework. Regarding the curriculum, those that are more present in the interviewees' speeches were the traditional ones and the criticisms, although there are sporadic elements of different theories in all the speeches. In this context, we found that the conceptions of the investigated subjects have a strong relationship with the context and the curriculum view they present. As this is a preliminary study, as implementation is still in its infancy and the Pernambuco curriculum is still being formulated, further studies with different approaches are needed to reach a better understanding of the implications of a change in educational policies such as this one.