O novo ensino médio, formação inicial dos professores e o eixo estruturante do empreendedorismo: uma análise da oferta e da organização em duas escolas da rede pública estadual de Manaus

Abstract

This study analyzes the relationship between the initial training of high school teachers from two public state schools in Amazonas and the subjects of the formative itineraries, with emphasis on the structuring axis of entrepreneurship. The research aimed to map the initial training of these professionals, examine its connection with the subjects of the formative itineraries, and identify how the entrepreneurship axis is integrated into the teaching practices of the educators responsible for these disciplines. Grounded in the theoretical contributions of Dayrell (2014), Weller (2014), and Falcão, Caldas, and Barros (2023), the study adopts a qualitative approach, focusing on documentary analysis of official and school documents from two institutions located in distinct areas of Manaus (North Zone and West Zone). The findings reveal that, although the transition to the New High School introduced curricular flexibility and interdisciplinarity, its implementation generated practical challenges. A notable issue was the assignment of teachers to subjects misaligned with their academic backgrounds. Furthermore, the reduction of class hours in General Basic Education, combined with the expansion of formative itineraries, may negatively affect the performance of graduating students in university entrance examinations, which continue to prioritize traditional subject content. These results highlight the tension between curricular innovation and the demands of selective processes, raising questions about the adequacy of teacher preparation and the coherence of the reform’s implementation.