Reflexões sobre a formação e atuação dos professores no Novo Ensino Médio: desafios e perspectivas

Abstract

The High School Reform introduced significant changes to Basic Education in Brazil and has been widely criticized, particularly due to the way the implementation process was conducted, as well as for overlooking important issues such as the lack of infrastructure in schools, the devaluation of teachers, and the insufficient preparation of educators to deal with the proposed changes. From this perspective, this research aimed to investigate the relationships of Natural Sciences and Mathematics teachers with the New High School (NHS) and to evaluate the possible impacts of this new curricular configuration on their teaching practice. This study adopts a qualitative approach and was developed in two distinct phases: the first, exploratory and descriptive in nature, and the second characterized as an Action Research. Data collection instruments included questionnaires and reports produced during the implementation of a continuing education course entitled “Curriculum and Teaching Practice: Building Learning for the New High School”, designed as an educational product linked to the research and offered to in-service teachers at a state public school in Minas Gerais, Brazil. Data analysis followed the Content Analysis technique (Bardin, 2011). The results indicate that the training initiatives offered within the context of the NHS implementation have been largely punctual, discontinuous, and poorly aligned with the demands of everyday school practice. Many teachers reported not having received specific training to work with the Formative Pathways (FPs), which has generated feelings of insecurity regarding this new curricular organization. The analyses also reveal that the implementation of NHS has been perceived as a process marked by challenges related to curriculum organization, increased teacher workload, and the lack of adequate structural conditions in schools. Furthermore, institutional spaces intended for continuing teacher education, such as Module II meetings, were identified as moments rarely used for pedagogical discussions, often being directed toward administrative and bureaucratic demands. Regarding the continuing education course implemented in this study, the results indicate that the initiative contributed to expanding dialogue among teachers, strengthening collaborative planning, and fostering reflections on pedagogical practices within the context of NHS. These findings suggest that continuing education initiatives developed within the school context can contribute to strengthening collaborative work among teachers and to the development of more integrated pedagogical practices.