Reformas curriculares e a desprofissionalização docente: percepções e impactos no Ensino Médio Mineiro

Abstract

The trajectory of public education in Brazil is characterized by discontinuities and tensions between normative discourse and school reality, a scenario aggravated by recent curricular reforms, notably the National Common Curricular Base (BNCC) and the New High School (NEM). In this context, this research investigates how teachers in the Minas Gerais state school system perceive the mismatches between curricular proposals (CRMG and NEM), their teacher education (initial and continuing), and their daily practice, analyzing the impacts of these dynamics on professional development. Methodologically, a mixed-methods approach was adopted, structured into a systematic literature review, document analysis, and field research. Data collection involved administering questionnaires to 51 teachers and conducting semi-structured interviews, with data processed via descriptive statistical analysis and content analysis aided by the IRAMUTEQ software. The results evidence that the imposition of curricula perceived as decontextualized, combined with the fragility of teacher education programs, reduces the teacher to the condition of an executor of technical rules. It was identified that pedagogical autonomy is curtailed by excessive bureaucratic demands and the pressure of external evaluations, generating feelings of unpreparedness and frustration. It is concluded that the gaps between the prescribed curriculum and the school reality fragilize teacher identity and practice, configuring a process of de-professionalization. As an educational product, FOCAR—a forum for teacher education in context and network sharing—is proposed.