Desafios da reformulação curricular do novo ensino médio e seus impactos na prática docente nas escolas estaduais de tempo integral em Manaus

Abstract

This dissertation aims to investigate the process of curricular implementation in the New High School (NEM), through the perspective of the research subjects, in light of the legal documents sanctioned by law no. 13.415/2017, in February 2017, consolidating the approval of the National Common Curricular Base (BNCC), in 2018. In addition, state documents stand out here, such as the Amazonian Curricular Reference - High School Stage (RCA - EM) - and the High School Curricular and Pedagogical Proposal (PCP); and local documents, such as the Political Pedagogical Project (PPP) of the schools, in addition to interviews with mathematics teachers and administrators in three full-time state schools in Manaus, Amazonas. For this, the three highest scores of the Basic Education Development Index (IDEB) of 2023, in the North Zone, are used as a selection criterion. The main justification for this study is to contribute to the debates on the challenges and impacts of the high school curriculum reform, on the structural organization of the curriculum and on the continuing education of mathematics teachers in this process. The predominant approach of the research is qualitative, and the data were collected through documentary research and interviews. These data were analyzed using Bardin's Content Analysis. The data obtained in the interviews were transcribed and used for two purposes: description of data through lived experiences and categorization of thematic type. In the documents analyzed, mathematical literacy was found to be present in competencies and skills in the process of preparing these official documents, based on external evaluations. The results point to the articulation of knowledge acquired in teaching practice and adaptation of teaching to local realities, pedagogical concepts that reflect social and pedagogical transformations shaping the formal curriculum and the importance of interdisciplinarity and contextualization in the teaching-learning process, aligning curricular components to the Amazonian context.