O Avesso da Reforma do Ensino Médio na Rede Estadual Paulista.
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| Title: | O Avesso da Reforma do Ensino Médio na Rede Estadual Paulista. |
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| Alternate Title: | The reverse side of high school reform in the São Paulo State Network. El reverso de la Reforma de la Enseñanza Media en la Red del Estado de São Paulo. |
| Authors: | Aparecida Jacomini, Márcia1 jacominimarcia@gmail.com, Olivera Moutinho Junior, Isaac2 isaac52moutinho@gmail.com, Marques de Andrade, Weverson2 weverson@prof.educacao.sp.gov.br, Martiniano de Souza, Ozani2 ozanilidia@gmail.com, Paulieli Lavado, Janaína2 janalavado@gmail.com |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 4/16/2024, Vol. 32 Issue 22/23, p1-44. 44p. |
| Abstract (English): | The changes brought about by Law 13.415/2017 in the LDB/1996 section referring to high school changed the conception of this teaching stage and redirected its purposes. This article presents data from an action-research, involving bibliographical and documentary analysis and interventions in educational practices, within seven schools following the implementation of the New High School in the São Paulo state. The objective is to analyze the repercussions of the curricular organization of the Education Department on teaching and learning processes, and how these schools are building critical and creative curricular proposals through autonomy and democratic participation. Research results show that the curricular organization based on 276 components, linked to 11 formation itineraries, fragmented school contents and made the pedagogical work organization favorable to student learning and formation unfeasible. The organization of the contents of the components and Inova Educação disciplines articulated to the common base disciplines, carried out by the research. However, the lack of guarantee that this content is taught by expert professors compromises the potential of the proposal to minimize negative effects and consequences of the reform in high school education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Los cambios introducidos por la Ley 13.415/2017 en la sección LDB/1996 referente a la educación secundaria cambiaron la concepción de esta etapa de enseñanza y reorientaron sus propósitos. Este artículo presenta datos de una investigación-acción en siete escuelas que acompañaron la implementación de la Nueva Escuela Secundaria en la red estatal de São Paulo, involucrando también análisis bibliográfico y documental e intervenciones en las prácticas educativas. El objetivo es analizar las repercusiones de la organización curricular de la Secretaría de Educación en el trabajo pedagógico y en la formación de los estudiantes, y cómo estas escuelas están construyendo propuestas curriculares en un proceso crítico y creativo, respaldado en la autonomía y en la participación democrática. Los resultados de la investigación muestran que la organización curricular basada en 276 componentes curriculares, vinculados a 11 itinerarios formativos, he fragmentado los contenidos escolares e ha hecho inviable la organización del trabajo pedagógico favorable al aprendizaje y a la formación de los estudiantes. La organización de los contenidos de los componentes y disciplinas de Inova Educação articulados a las disciplinas de base común, realizada por la investigación, se ha presentado interesante, sin embargo, la falta de garantía de que sean dadas por profesores de la carrera prioritaria compromete el potencial de la propuesta para minimizar los efectos negativos de la reforma en la formación de los estudiantes y en el trabajo docente. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | As mudanças provocadas pela Lei n.° 13.415/2017 na seção da LDB/1996 referente ao Ensino Médio alterou a concepção desta etapa de ensino e redirecionou suas finalidades. Neste artigo são apresentados dados de uma pesquisa-ação em sete escolas que acompanha a implementação do Novo Ensino Médio na rede estadual paulista, envolvendo ainda análise bibliográfica-documental e intervenções nas práticas educativas. O objetivo é analisar repercussões da organização curricular da Secretaria de Educação no trabalho pedagógico e na formação dos estudantes, e como estas escolas estão construindo propostas curriculares num processo crítico e criativo, respaldado na autonomia e na participação democrática. Resultados da investigação mostram que a organização curricular baseada em 276 componentes curriculares, vinculados a 11 itinerários formativos, fragmentou os conteúdos escolares e inviabilizou a organização de um trabalho pedagógico favorável à aprendizagem e à formação dos estudantes. A organização dos conteúdos dos componentes e das disciplinas do Inova Educação articulados às disciplinas da base comum, realizada pela pesquisa, mostrou-se interessante, porém, a não garantia de que sejam ministrados por docentes da licenciatura prioritária compromete o potencial da proposta para minimizar efeitos negativos da reforma na formação dos estudantes e no trabalho docente. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The changes brought about by Law 13.415/2017 in the LDB/1996 section referring to high school changed the conception of this teaching stage and redirected its purposes. This article presents data from an action-research, involving bibliographical and documentary analysis and interventions in educational practices, within seven schools following the implementation of the New High School in the São Paulo state. The objective is to analyze the repercussions of the curricular organization of the Education Department on teaching and learning processes, and how these schools are building critical and creative curricular proposals through autonomy and democratic participation. Research results show that the curricular organization based on 276 components, linked to 11 formation itineraries, fragmented school contents and made the pedagogical work organization favorable to student learning and formation unfeasible. The organization of the contents of the components and Inova Educação disciplines articulated to the common base disciplines, carried out by the research. However, the lack of guarantee that this content is taught by expert professors compromises the potential of the proposal to minimize negative effects and consequences of the reform in high school education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.32.8270 |
