A implantação do novo ensino médio no contexto do ensino mediado por tecnologias em uma escola da zona rural rodoviária no Amazonas: a perspectiva dos jovens estudantes

Abstract

he study investigates the implementation of the New High School within the context of face to-face education mediated by technology in a rural school in the highway zone of Manaus, from the perspective of young students. The research was developed according to the reconstructive qualitative research approach (Bohnsack, 2020), using focus groups as the main methodological procedure, in line with the Documentary Method perspective (Mannheim, 1952). The methodology also included a literature review and analysis of the Pedagogical Curriculum Proposal for High School in Amazonas and the Amazonian Curriculum Reference for High School. Considering the school as the place where the transformations announced by the new high school will initially be perceived, this study analyzes the reform through the perspectives of a group of subjects whose educational trajectories will be marked by being part of the first classes of the so-called New High School in the state of Amazonas. Three focus groups were conducted with male and female students enrolled in the Face-to-Face High School Mediated by Technology at a rural school in the capital of Amazonas. The results indicate that, in the state education system of Amazonas, the implementation of the New High School does not meet the demands of local youth. The analysis of technology-mediated high school in a rural highway school shows that, despite available technological resources, the infrastructure and technological support are still limited. The students' perspectives on the implementation of the New High School reveal that the majority feel a disconnection between the curriculum and their realities and interests, calling for greater participation in defining what is taught.