Projeto de Vida e o novo ensino médio em Juiz de Fora/MG

Abstract

This dissertation addresses New Secondary Education with a focus on the Life Project curricular component. The Reform, outlined by Law 13,415/2017, began in 2022 throughout Brazilian basic education. In the State of Minas Gerais, the Life Project component was introduced in 2019, which made it possible to observe a distinct relationship with the implementation of the Law in subsequent years. Our study is limited to analyzing two periods of the implementation of the Life Project in Minas Gerais: 2019 to 2021 and 2022 and 2023. The general objective is to analyze the implementation of this component, with specific objectives: (I) Know and analyze the history of educational policies for secondary education; (II) Analyze the Life Project and its inclusion in the Brazilian school curriculum; (III) Evaluate the implementation of the new secondary education in Minas Gerais and the Life Project proposal by the Department of Education; (IV) Present and analyze the teachers’ perception of the Life Project. The methodology used comprises bibliographic research, document analysis, semi-structured interviews and content analysis. With the Law of Guidelines and Bases (LDB 9394/96), High School became the final stage of basic education, with the State's obligation to expand its offer to serve all those completing the previous stage. It is observed, however, that High School is undergoing a curricular and functional restructuring to adequately train young people included in this educational stage. Therefore, the relevance of analyzing this educational context is justified by the need to understand how the Life Project relates to Brazilian High School. To this end, this dissertation was organized into four chapters which address the relationship between the Life Project and High School. The first chapter discusses the history of educational policies for secondary education. And the second addresses the inclusion of the Life Project in the Brazilian school curriculum. The third analyzes the implementation of the new High School in Minas Gerais and the Life Project proposal by the Department of Education. Finally, the fourth chapter presents and analyzes the perception of Sociology teachers about the Life Project. In short, this study seeks to understand the implementation of the Life Project in the context of New High School, offering insights into its implications and challenges for Brazilian education.