Diálogos com os professores: uma análise sobre narrativas do cotidiano no Novo Ensino Médio em Capinópolis-MG

Abstract

This study is related to the changes in relation to the New High School. Mainly, with a focus on the Textbook in basic education in the state of Minas Gerais. The objective is to expose some changes in different documents based on the changes that occurred in High School, in Basic Education. Given that there was a significant impact on teachers and students, in addition to the large volume of books presented in the National Textbook Plan 2021. In this way, we can see that Sociology is an important critical science, since the classics of Sociology already point this out, according to its evolution as a curricular component in Minas Gerais schools. From the changes presented in Law 13.415/2017, there is a neoliberal and ideological dispute that permeates the educational field focused on the labor market. Regarding the importance of the textbook "Dialogue", chosen by teachers of Human and Social Sciences of a public school in the state of Minas Gerais, there is an extensive volume of books. To this end, this research used qualitative methodology, bibliographic research for data collection and documental, through several official documents (Law 13.145/2017, LDB, PCNs, BNCC, CRMG, MG Curriculum Matrix, PNLD). Participant observation was carried out in a public school in the state of Minas Gerais, the Sérgio de Freitas Pacheco State School - Capinópolis - MG. Interviews were also conducted with teachers in the area of Human Sciences about the use and applicability of the Textbook in the classroom. The results, based on the information collected in the interviews, indicate that the Textbook can be considered an important object of teaching and learning for some teachers, because most of them do not use it in the classroom, its use is more continuous for studies and for lesson planning, and its applicability in the classroom with students is less constant. In this sense, in relation to the use of the Book, it tends to depend on the pedagogical practices of each teacher. Therefore, the present research aims to contribute to future studies and questions related to contributions about the use and applicability of the Sociology Textbook in High School, both by teachers and students.