O novo ensino médio e os itinerários formativos em Minas Gerais e seus impactos na Geografia

Abstract

Since the beginning of the 21st century, secondary education has been the scene of several discussions and reforms in Brazil, regarding its role and curricular organization. The most recent reform was sanctioned by Provisional Measure (MP) 746 in 2016 and transformed into Law 13,415 in 2015. Faced with a lot of pressure from the major teaching and student movements, and from society, the government partially revoked the new high school through the National High School Policy, which was established in Law No. 14.945/2024. In general, these last two high school reforms in Brazil were aimed at a more flexible, dynamic curriculum structure that could be adapted to the needs of students. Therefore, this work sought to analyze the most recent reform of this education, known as “New High School” and its most recent changes in order to understand how it is being applied in Minas Gerais. It also aims to discuss the impacts caused by this reform, especially with regard to the adherence of Formative Itineraries in the curriculum, the curricular content of the humanities and applied social sciences, with an emphasis on Geography, and their respective teachers. Throughout this work, when discussing the implementation of the New High School in Minas Gerais, it was possible to see that there were disparities between what is written in the official documents and what actually happened in practice, and how this leads to a downgrading and deprofessionalization of public education and its teachers. When checking how the curricular components of the Humanities and Applied Social Sciences, especially Geography, are placed in this new High School, it is noticeable that there is an erasure and impoverishment of the teaching of their contents and the reasoning embedded in them.