A atuação da gestão escolar no processo de implementação da reforma do ensino médio: análise em escola de município mineiro de pequeno porte

Abstract

This study aims to investigate the implementation of the high school reform, substantiated by Law No. 13,415 of February 16, 2017, in a state public school in Minas Gerais, Brazil, as well as the role of school management in this process. In this context, the relevance of analyzing how an educational policy reaches a school—being the only one offering this level of education in a small municipality far from the headquarters of the State Department of Education (SEE) and often receiving information mediated by the Regional Education Superintendency (SRE)—was raised, reflecting the reality of many other Brazilian schools. This case study is guided by a qualitative research approach, employing data collection techniques such as bibliographic research, document analysis, and semi-structured interviews with four professionals from the management team of the investigated school. To underpin the discussion about the reform and its connection to other educational policies, studies by authors such as Kuenzer (2000), Moll (2017), Silva and Sheiber (2017), Frigotto and collaborators (1993, 2016, 2017, 2018), Saviani (1999, 1996, 2013), Apple and Beane (1998), and Libâneo (2015) were used. For reflections on school management and the fundamental aspects of its practice, works by Lück (1996, 2009, 2012, 2014), Paro (2010), and Libâneo (2001, 2012), among others, were referenced. As the investigation progressed, the data revealed—particularly through the statements of school administrators—that the implementation of the New High School curriculum in the institution was primarily aimed at mitigating the effects brought about by the policy. This occurred despite the context in which it was introduced, marked by doubts and uncertainties. It became clear that the policy was implemented during a turbulent period, coinciding with the return to in-person classes after the COVID-19 pandemic, which further hindered the effective execution of the New High School model. Furthermore, from the perspective of professionals, the dissemination of information and the training sessions regarding the policy appeared to be insufficient and superficial, failing to meet the demands required for the successful implementation of the reform.