A implementação do Novo Ensino Médio (2022-2023) a partir das vozes de estudantes e professoras/es no Ensino de História e na formação das juventudes

Abstract

This dissertation was developed in the Graduate Program in Education at the Federal University of Uberlândia, within the research line of Educational Knowledge and Practices. The research investigates the implications of the implementation of the New High School (NEM), established by Law No. 13.415/2017, from the perspective of History teachers and first-year students at a state public school in Uberlândia, MG, during the year 2022. The guiding research question was: What are the implications arising from the implementation of the New High School's curricular proposals in a public school, focusing on teachers in general, and specifically History teachers, first-year students, and the practice of teaching the discipline of History during 2022? The general objective was to analyze the implications of this implementation on the teaching of History and the education of students. The specific objectives were: i) to reflect on the theme based on academic literature; ii) to contextualize the legal frameworks of High School and the role of History teaching; iii) to analyze the NEM proposal and its inferences for the teaching of History; and iv) to understand the challenges faced by teachers and students, reflecting on the role of historical knowledge for a full and anti-racist humanistic education. The thesis argues that the implementation of the NEM at the Segismundo Pereira State School in 2022 generated negative implications for the teaching of History and the integral education of students and teachers, compromising the construction of historical knowledge and the pursuit of a critical education. The methodology adopted a quali-quantitative approach, using an online questionnaire administered to 207 students, followed by focus groups with 40 of them, and interviews with the History teachers of the researched classes. The main results indicate that the implementation of the NEM resulted in: facing mental health problems; increased workload without adequate spaces; work overload; student insecurity in making early choices; and doubts about the National High School Exam (ENEM). In the investigated scenario, the teaching of History, which is no longer mandatory and had its course load reduced, required teachers to critically reflect on their practices, seeking methodologies that stimulate student protagonism and critical thinking. The school community, in turn, began to articulate new struggles, such as the revocation of the NEM, alongside longstanding demands for teacher appreciation and improvements in school infrastructure.