O novo ensino médio: a (des)construção do ensino das ciências humanas na educação pública de Catalão Goiás.

Abstract

This doctoral thesis an in-depth analysis of the development and impacts resulting from the implementation of the New Secondary School in Brazil. This study revisits Brazilian education up until 2016 and the subsequent educational reform that began in 2017. The central objective is to highlight the degradation of formal education over the decades, which has resulted in a problematic educational structure for the students included in this new model. The research seeks to understand the trajectory of Brazilian education, highlighting the various factors that have influenced the configuration of contemporary secondary education, as well as the fundamental role of education in the formation of the individual. To this end, the influence of political projects that still reverberate in this context is discussed. A special focus is given to the National Common Curriculum Base (BNCC), which serves as a guideline for the reform, revealing the changes in teaching that will take place between 2017 and 2022, with special attention to the Human Sciences subjects, in particular Geography. The latter, unfortunately, has suffered from the unification of knowledge, culminating in the devaluation of these areas of knowledge. Critical criteria emerge from this analysis, including educators' perceptions of students' education, the impacts of the reform on the learning process and the underlying motivations behind the curriculum changes. The methodology used in the research consists of a survey of data through bibliographical reviews, documentary analysis and semi-structured interviews in local educational institutions. In this context, we propose the hypothesis that the current educational process represents a step backwards, a clear reflection of the guidelines established by the New High School reform. The thesis is that the current educational system is facing a setback due to the reform of the New Public High School, whose proposal tends to destructure the teaching of the Humanities. The analysis seeks to investigate the problems associated with this transformation, assessing both the advances and the challenges intrinsic to the new model. The study is based on field research as an evaluation criterion, using the theoretical framework of renowned authors and contrasting their views with the opinions of the researcher and the participants in the interviews. The subject of Geography is highlighted not only because it is a significant training field for the author, but also because it represents one of the areas most affected by the reform. Humanities teaching is essential for deconstructing Eurocentric models and promoting an equitable education that values Brazil's cultural, ethnic and social diversity. The current educational reform points to a tendency to dismantle the Human Sciences in favor of technical education aimed at areas considered mechanical and manual, thus limiting the social ascension of students and perpetuating inequalities. The paper also criticizes the disparity between the public and private education systems, highlighting the urgent need to reflect on the true aims of education. It also highlights the importance of teaching the Humanities, which should provide students with a holistic understanding of geographical space and its social interactions. The analysis reveals the lack of fundamental aspects of the Humanities in the official BNCC documents, highlighting the need to promote a critical reading of the world - an essential element for student learning.