A implementação Projeto de Vida e Itinerários Formativos no ensino médio no município de Humaitá-AM

Abstract

The work presents an outline of the reforms that have occurred throughout the history of Brazilian education, supported by bibliographical references on the subject, discussing the main influences and interests of public policies and private sectors, with emphasis on the Temer Government in 2016 through the approval of the Provisional Measure (MP 746/2016) and the consolidation in 2017, in the country's Federal Standard 13,415, of 2017, where it consolidated the (BNCC) as a document for the new high school. The study's main objective is to analyze the development of the implementation of the life project within the new high school in public schools in the municipality of Humaitá-AM. To reinforce the theoretical basis of the research, several authors who described the subject were used, such as: Alves, Silva and Jucá (2022), Coscione (2021), Navarro, Oliveira and Silva (2020), Santos and Gontilo (2020). The methodology adopted in the research is qualitative, where a literature review was developed to obtain a broader notion regarding the investigated theme, then an interview was conducted with teachers who work with the formative itineraries in a specific life project to obtain information on the current teaching panorama in public state schools in the city of Humaitá-AM that serve the structure of the new high school. The results found indicate that the structure of the new high school is the result of a political reform based on the approval of a provisional measure aimed at business interests, aiming to immediately attract labor to the job market through technical courses. The new organization also favored the private sector and harmed students in the public sector, indicating an increase in inequalities in the country. The current curricular organization of high school has diluted the workload of already consolidated subjects, leading to the emptying of content, causing concern for students who aim to reach higher education. On the other hand, it prioritized elective subjects with a considerable amount of workload, which worries teachers due to the low relevance of these subjects. In addition, it was found that the schools investigated do not offer adequate structures with the necessary equipment to meet the demands of the curriculum, nor do they offer trained and qualified professionals to work with the subjects offered in the new curriculum. As a result, teachers mentioned lack of preparation, lack of specialized training, lack of direction, and increased workload with an excess of subjects to work on, which generates implications for student performance. We conclude that the curriculum needs to be reformulated; it is necessary for the BNCC to be reformulated with the real public who experience and face the reality of the education systems in each state on a daily basis. In this regard, it is necessary for the educational sector to participate in the reformulation, promoting equal access, showing a plan that guarantees improvement in the quality of education as a whole.