A implementação do Novo Ensino Médio e seus desafios em uma escola estadual do município de Sete Lagoas

Abstract

This research focuses on the implementation of the New Secondary Education system (Novo Ensino Médio) and its challenges in a state school in the municipality of Sete Lagoas, Minas Gerais, seeking to understand the implementation process of the New Secondary Education system in the aforementioned institution from the perspective of teachers working in secondary education. The specific objectives are to identify, together with the teachers, the possible problems they encountered during the implementation of the New Secondary Education system at the school; to analyze, based on the teachers’ perceptions, how the design and implementation of the policy affect pedagogical practices within the school; and, finally, to propose actions that may help school management reduce the problems identified by teachers during the implementation of the New Secondary Education system. The methodology is qualitative and employs questionnaires administered through Google Forms and semi-structured interviews with teachers from the school under study. The theoretical framework for the analysis of the New Secondary Education system includes authors such as Krawczyk (2009; 2021), Freitas (2018), and Nascimento (2025), who discuss the structural impacts of educational reforms. Cássio and Goulart (2022) also contribute by analyzing the contradictions between the promise of curricular flexibility and structural inequalities, which helps explain some of the challenges perceived by teachers in practice. The study also addresses neoliberal policies in education as discussed by Harvey (2005), Frigotto (1999), Saviani (2013; 2017), Dourado (2019), and Rodrigues (2021). The discussion of school management and the precariousness of teachers’ working conditions is grounded in documents such as Constitutional Amendment No. 95/2016, widely discussed by Dutra and Brisolla (2020), Reis et al. (2024), and Pinto (2018). The initial observation of the research topic provided evidence supporting its relevance, based on teachers’ reports concerning questions about the materials available for the subjects within the educational pathways (itinerários formativos) used in their classes; changes in the number of classes allocated to core subjects and the addition of a sixth class period; the limited number of interdisciplinary projects involving subjects from the educational pathways and core subjects; and discrepancies between the content taught by teachers and the subject teaching plans proposed by the State Department of Education for the educational pathways. The study also seeks to present a pedagogical intervention to assist teachers in applying the curricular plans proposed by the State Department of Education and in implementing the New Secondary Education system introduced through Law No. 13,415/2017.