A trajetória de reformulação do Ensino Médio brasileiro: uma análise da lei nº 13.415/2017 da reforma do Ensino Médio

Abstract

This work analyzes the trajectory of the High School reform, highlighting Law nº 13,415/2017 as a significant result of this process. Starting with the National Education Guidelines and Bases Law (LDBEN) of 1996 and going through proposals such as the Innovative Secondary Education Program (ProEMI) and the National Program for Access to Technical Education and Employment (Pronatec). The research highlights the complexity and challenges in implementing large-scale educational initiatives, not only the proposals, but also the criticisms and challenges faced. The transformation of Secondary Education resulted in Law nº 13,415/2017, known as Secondary Education Reform, renewed in response to persistent challenges in the Brazilian educational scenario. This legislation promoted substantial changes in the curricular structure, introducing training itineraries and making mandatory subjects more flexible, changing education to contemporary demands and the job market. However, research highlights that the High School Reform is not exempt from criticism. The emphasis on curricular flexibility to the detriment of aspects such as school infrastructure, appreciation of teachers' careers and students' socioeconomic issues is worrying. The ideological approach in the formulation of educational policies is discussed, emphasizing the influence of the global logic of a production system on educational decisions. In this way, the research provides important insight for policymakers, educators and other interested parties, promoting an informed and critical debate on how education can evolve in a meaningful way to meet the demands of the present and future in relation to the educational system. The collective commitment to the pursuit of quality education in Brazil stands out as an ongoing challenge that requires a deep understanding of the obstacles faced on the path to educational excellence.