Banca de DEFESA: MÔNICA BARBOSA CANUTO

SENTIDOS DE “NOVO” NO ENSINO MÉDIO DE CASCAVEL/CE.

C

Curriculum Policies. National Curricular Common Base (BNCC). “new” High School. Policy Cycle.

This research has as object of study the high school and general objective to investigate the production of politics 

around the considered “new” high school in the city of Cascavel/Ce. We point out as specific objectives: to understand networks of political articulation around high school educational policies; to investigate the meanings of teacher training and curricular production in favor of the “new” High School in state schools in the municipality of Cascavel/Ce; to analyze how the social actors of the investigated schools resignify the BNCC high school in local contexts. We consider discussions about high school educational policies, based on legal provisions from arts. 205, 210 of the Federal Constitution of 1988 (CF/1988) and the Secondary Education Reform Law, Law 13415/2017 (BRASIL, 2017). We adopted the understanding of curriculum linked to the discussion of culture, supported by the debates held in (LOPES; MACEDO, 2011), (LOPES, 2015), (SILVA, 2016) and (COSTA ;LOPES, 2018). Through qualitative analysis, we seek to understand possibilities of resignifying the BNCC high school in local contexts. We use the Policy Cycle approach, by Ball and Bowe (1992), as it allows a reading that permeates different moments of the policy, from its initial writing to its production in practice. 

At the same time, we make use of the Theory of Performance, by Ball, Maguire and Braun (2016) since this theory 

brings us greater understanding of the context of practice, from the analysis of contexts: situated, professional, 

material and external, in this way, giving voice to the subjects involved in the policy production process.

We will organize the production of data by analyzing the following documents: Lei do Novo Ensino Médio 

(13415/2017), BNCC secondary education and Ceará Referential Curriculum Guidance Document (2021). 

The empirical research will take place through a semi-structured interview of the research subjects, with a 

representative of the Regional Coordination for the Development of Education 09 (CREDE 09), who in this research

 configures as a representative of the State Department of Education; the manager of the EEM Father Arimatéia

 Diniz; and the manager of EEMTI Custódio da Silva Lemos, located in Cascavel/CE. In a dialogue with Ball

 (2014) and Araújo and Lopes (2021), we highlight that the high school reform policy is configured as part of a

 global network of influence that was built/constructed from a discursive production that public educational 

management is deficient. Furthermore, they present “solutions” that have an effect on curriculum production

 and teacher training.