Análise da implementação do novo ensino médio em uma escola estadual de Minas Gerais

Abstract

This dissertation analyzes the challenges involved in implementing the New High School Curriculum (Novo Ensino Médio – NEM) in a public school in Divinópolis, Minas Gerais, from the perspective of pedagogical management and teaching staff. Established by Law 13.415/2017, the NEM aims to promote the comprehensive development of students, preparing them for citizenship and the labor market. However, the study reveals weaknesses in the implementation process that affect school routines and student engagement. Using a qualitative approach, the research employed a case study, bibliographic research, document analysis, interviews with school leaders and teachers, and questionnaires applied to students. Key challenges identified include difficulties in pedagogical planning, lack of ongoing training to manage the new Formative Itineraries, and ineffective communication regarding the proposed changes. While some students recognized positive aspects of the new model, such as personal and professional growth, many reported feelings of demotivation and confusion. The research also highlights a gap between the discourse of student protagonism and its actual implementation. Often, students are expected to make important decisions without adequate support or guidance. Furthermore, the study underscores the crucial role of school leadership—particularly committed and aligned administrators—in overcoming obstacles and strengthening the implementation process. In response to the identified challenges, the Educational Action Plan (PAE) proposes measures based on four key areas: Pedagogical Planning, Curriculum Organization, Continuing Education, and Student Protagonism. This dissertation contributes to the broader discussion on educational public policies, emphasizing that the success of the NEM depends on collaborative practices, effective management, and pedagogical actions aligned with the needs of students and contemporary society.