O ensino médio amazonense em reforma : o que muda e o que permanece a partir da lei 14.945/2024?

Abstract

This paper analyzes recent changes made at the federal and state levels, with a view to adjustments to the reform triggered by Law 13,415/2017. Especially since 2023, the change of government at the federal level, pressure from entities that bring together educators, requests for revocation, actions by organized civil society, and the difficulties faced by education networks in implementing the Reform have challenged the government to propose changes in the process of implementing the New Secondary Education (NEM). As this is a recent movement that is changing the rules of a game still in its experimental phase, it is important to systematize and analyze the documentary material that has been guiding what can be called reforms of the Reform. The research took a qualitative approach, using the technique of document analysis. The results of the analysis show that, although there have been specific advances, such as the expansion of the number of hours devoted to general education and the diversification of the modalities offered, the new legislation still preserves elements considered regressive, such as the maintenance of the duality between educational pathways and general education, the expansion of distance learning, and the tendency toward the deprofessionalization of teachers. At the regional level, specific resolutions seek to adapt the curriculum to the particularities of the Amazon, with a view to promoting comprehensive education and valuing local knowledge; however, they encounter significant structural limitations related to the precariousness of infrastructure, insufficient teacher training, and a scarcity of material and financial resources. Thus, the effectiveness of regulatory changes remains conditional on the implementation of public policies.