IMPLICAÇÕES DA REFORMA DO ENSINO MÉDIO NA OFERTA DE CURSOS DE ENSINO MÉDIO INTEGRADO EM INSTITUIÇÕES FEDERAIS
DOI:
https://doi.org/10.5380/jpe.v19i1.98646Keywords:
Reforma do Ensino Médio, Ensino Médio Integrado, Institutos Federais, Formação IntegralAbstract
This thesis refers to impacts of the Integrated High School Reform inaugurated by Law
13.415/2017 and complemented by subsequent documents and programs in the
provisioning of Integrated High Schools Courses at Federal Institutes. This reform,
criticized by student and academic sectors, limits the workload of general training by
establishing training itineraries and distance educations and gives a market direction
to training in the New High School. Distancing itself from what is proposed as training
in Federal Institutes, this research investigates the implications and consequences of
Law 13.415/2017 and the posterior normative, and because of, the continuity of
Integrated High Schools Courses offer by such institutions. It is hypothesized that the
Federal Institutes when compelled to adhere to the reform of Secondary Education
through curricular adaptations and/or establishing partnerships with other networks to
offer courses that meet the technical and professional training itinerary, begins a
process of deconfiguration of its priority role in offering Integrated High School courses
whose objective is the comprehensive training of students. The research methodology
is characterized as a qualitative approach, with an exploratory and descriptive
perspective based on bibliographic and documentary study. The theoretical framework
is based on the discussion of the relationship between work and education and the
conception of integral training, substantiated on authors such as Antonio Gramsci,
Acácia Kuenzer, Dermeval Saviani, Marise Ramos, Gaudêncio Frigotto, Christian
Laval, Nora Krawczyk and Monica Ribeiro da Silva. For the qualitative analysis, the
Discursive Textual Analysis, by Moraes (2003), was used to study the documents, so
that understandings could be made based on theoretical sources around Integrated
High School and the impacts of the New High School on performance could be
identified in the Federal Institutes actuation. Guiding documents from the National
Council of Institutions of the Federal Network of Professional Scientific and
Technological Education and Federal Institutes were analyzed, as well as Pedagogical
Projects for courses from five Federal Institutes, one from each Brazilian Region, and
data from the Nilo Peçanha Platform regarding vacancies offered in these institutions.
In this way, this work identified resistance against the hierarchization of curricular
components and the limitation of the workload for general training, but also adherences
such as the marketing discourse focused on skills and on distance education practices.
However, this does not happen homogeneously, and each campus reacts differently.
The need for greater coherence between the theoretical foundation and the decisions
made, which may contradict each other, was evident, demonstrating the conceptual
fragility in relation to Integrated High School. At the same time, a great potential for
resistance and refusal of the New Secondary Education was identified by the Federal
Institutes, which could even present themselves as a model to be pursued on the path
to quality public secondary education.
Keywords: Secondary Education Reform. Integrated High School. Federal Institut
References
MILLIORIN, Simone Aparecida. Implicações da reforma do ensino médio nos cursos de ensino médio integrado em Institutos Federais. 2024, 309 p. Tese (Doutorado em Educação). Programa e Pós-graduação em Educação, Universidade Federal do Paraná, Curitiba, 2023. Disponível em https://acervodigital.ufpr.br/xmlui/bitstream/handle/1884/89320/R%20-%20T%20-%20SIMONE%20APARECIDA%20MILLIORIN.pdf?sequence=&isAllowed=y
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