A reforma do ensino médio na visão de professores do Paraná: impactos na profissão docente

Abstract

Brazilian education has been undergoing turbulent processes of change over the last few years and, more recently, these movements have been motivated by the approval of the BNCC and the implementation of the New High School (NMS). The aim of this article is to analyze the context of the implementation of NEM in the state of Paraná, from the teachers' point of view, seeking to highlight the challenges and possibilities linked to this process. Six teachers working in the state of Paraná, in public and private schools, took part in the research. The data was collected through semi-structured interviews and then analyzed using the assumptions of Content Analysis. The core of the discussion centered on four emerging categories: Implementation; Training; Evaluation; and Parallels between Public and Private Realities. The results show that the lightening of the NEM implementation process is felt by both public and private school teachers and also has an impact on teacher training, as they don't feel prepared to teach the new training itineraries. It's worth pointing out that the difference between the public and private education contexts is quite apparent, since in private schools teaching practice has been less influenced, mainly due to the possibility of adjusting workloads. The fact that the evaluation processes were not altered corroborates the perception that the implementation process was shortened, due to the disorganized and hasty way in which the changes were made. These aspects require attention, as they are symptomatic and show the faces of our educational system.