O novo ensino médio e a oferta dos itinerários formativos no contexto do ensino de ciências

Abstract

The objective of this research was to reflect on the implementation of the new secondary education, highlighting the positions of those involved in the school environment and the pressures imposed by being an educational public policy. Considering the low quality of teaching and the alienation of subjects trapped in contemporary conditions, educational restructuring was justified, aiming at the demands of today's society with knowledge that provides freedom of thought, the search for autonomy and the deconstruction of an individualized environment. Through the implementation of Law No. 13,415/2017, significant changes were made to the high school, projecting improvement in the quality and equity of education. Among the alterations, the expansion of the journey with disciplines that intended to help students' future decisions was highlighted. However, it is common for organizations responsible for the executing of reforms not to face those involved as important articulators. On the contrary, they create exclusionary situations such as teachers trained to be efficient applicators, and in relation to students they deny their identities. Thus, the need to discuss the school as a space of cultures was encouraged, considering the social context and, at the same time, portraying aspects linked to scientific knowledge to contribute to science teaching. The methodology proposed for this work was qualitative research, which can take different forms and be conducted in multiple contexts, that is, providing different strategies based on the understanding of the research subjects. The data collected about the phenomenon studied were recorded in a field diary, online questionnaires, and face-to-face interviews. Therefore, the organization of this study was related to the problem represented by educational reforms in the context of the high school. Innovations have different levels of scope, however, the way they are articulated and planned may not contribute to the development of themes of sociocultural relevance and, thus, make it impossible the formation of critical and participatory citizens within the teaching and learning process.