A tradução da política dos itinerários formativos em uma escola-piloto do Ceará no contexto da proposta do novo ensino médio

Abstract

In this master’s thesis, a study is developed on the implementation processes of Brazil’s New High School, in a public pilot school in the state of Ceará, in 2019, regarding the Formative Itineraries. The general objective of this research is to analyze how that school interpreted the Brazilian New High School Act, Law No. 13,415/2017 (BRASIL, 2017), in order to adapt their curriculum to the new legislation. The analysis takes into account the Flexible Curriculum Plan, which is a document provided by the school; the Implementation Guide, which is a document supplied to the school by the Ceará State Department of Education (Seduc); and the Curricular References for the Preparation of Itineraries, published by the Brazilian Ministry of Education. As for the qualitative methodology, the document analysis is used according to the assumptions of Cellard (2008), and the Policy Cycle Approach (BALL, 1992; 1994), with theoretical collaboration by Mainardes (2006; 2018 ), Mainardes and Stremel (2010), for the observation of practicing, by Silva (1999), for the observation of identity concepts related to the curriculum, by Apple (2012; 2017), for the observation of the concept of repositioning and relationships, and Oliveira and Cóssio (2013), for the observation of intervening conditions for educational policies considering the school where the study takes place. The analysis therefore focuses on observing how the school understood and used the guiding documents, during 2019, in order to be able to implement the formative itineraries. The results show that the school staff did not receive enough help from Seduc to interpret the New High School policies, to train the teachers, and to create the Flexible Curriculum Plan, leading to the conclusion that the school staff worked mostly by themselves. In addition, the study evidenced gaps in the procedures performed by the pilot school, such as the lack of a schedule indicating how and when the agents involved in the process would act, as well as an evaluation that would record the feedbacks given by those agents. It was also revealed, regarding the Flexible Curriculum Plan to be implemented in the school, that there is little appropriation by some school agents. The absence of evaluative learning procedures to measure the acquisition of student competencies and skills was also proven, as well as the absence of actions to be taken by the school for unsatisfactory learning outcomes of those within the new teaching scenario. As an intervention proposal, in the Educational Action Plan, we suggest actions to provide a better support by building a schedule of collaborative actions among the agents involved (coordinators, Seduc, Crede, and the school staff), in order to reorganize the entire process so the agents know their roles and so there are ways of monitoring its steps.