Reforma do ensino médio no Brasil: desafios da gestão pedagógica no processo de implementação e seus efeitos na Escola Estadual Nossa Senhora de Fátima

Abstract

This thesis is part of the Graduate Professional Program (PPGP) of the Center for Educational Assessment at the Federal University of Juiz de Fora (CAEd/UFJF) and focuses on the study of the pedagogical management challenges during the implementation of the New High School (NEM), mainly with regard to the difficulties involving the preparation of the Training Itineraries and Basic Training at Escola Estadual Nossa Senhora de Fátima (EENSF) (State School), in Nova Era, Minas Gerais. The specific objectives of this work include describing how the pedagogical team provides, along with teachers, moments for integrated planning according to the curricular components; analyzing the factors that interfere in the school’s pedagogical management, involving the teachers’ planning and the administration of interdisciplinary tasks between the components of the Training Itineraries and the Basic Training; and proposing actions for the pedagogical management case, aiming to minimize these effects and expand the performance of the school’s pedagogical team for the implementation of the NEM policy. As for the methodology, this research is qualitative and utilizes techniques such as focus groups and interviews. The theoretical framework consists of analyses by researchers such as Ivani Fazenda, Celso Vasconcellos, and José Carlos Libâneo, who approach pedagogical management. The analysis has evinced some relevant evidence on pedagogical management in the NEM. Stemming from the observation carried out at EENSF, it was possible to notice: the reduced number of meetings dedicated to planning and discussions about High School; the absence of interdisciplinary tasks and activities involving the contents of the Training Itineraries and Basic Education; the reduced presence of innovative methodologies and teaching resources in the teaching-learning process; and some discrepancies between the planning of the Training Itineraries teachers and the course plan designed by the government. This work also presents the preparation of a proposal for pedagogical intervention within the process of implementing Law No. 13,415/2017, which modified the NEM structure.