A reforma do ensino médio: desafios e entraves de implementação na Escola Estadual Francisco Escobar nos anos de 2022 e 2023

Abstract

This dissertation presents a study on the implementation process of the New High School Model in a state school in Minas Gerais, Brazil. The primary objective of this research was to understand the difficulties encountered by the school staff during the adaptation process to this new model, with an emphasis on the challenges faced. The justification for the research was based on the pursuit of a deeper understanding of the context surrounding the practical application of the High School Reform. The development of the study involved bibliographic research, the collection of primary data from meeting minutes, reports, and the action plan of the "Jovem de Futuro" Program. This study also employed a qualitative exploratory approach, utilizing field research methods through the application of questionnaires to teachers and conducting interviews with specialists and the school’s coordinators. The theoretical framework of this research was based on contributions from the following authors: Brooke and Rezende (2020), Lück (2006a; 2006b), Neubauer and Silveira (2009), Coelho and Linhares (2008), and Machado (2023), who address school management; Vasconcellos (2002) was referenced for the planning axis; Roldão and Almeida (2018) and Moreira (2007) discuss curriculum; Buss (2016) addresses interdisciplinarity; and, finally, Marcelo Garcia (2009), Fusari (1992), Nóvoa (2009), Burgos (2012), and Imbernón (2009) explore teacher training and professional development. Based on the analysis of the data obtained, this study proposed actions aimed at teacher training, interdisciplinary planning, and participatory management, seeking to mitigate the difficulties in implementing the New High School Model while enhancing and advancing school and pedagogical management.