Os impactos da Lei 13.415/2017 (novo ensino médio) sobre o componente curricular biologia no Instituto Federal do Piauí

Abstract

Education is a process through which human beings ensure the sharing of all knowledge produced by humanity. Education expresses a project of society and culture. Education is of great interest to capital. Thus, the school has a dual character and presents itself as an instrument aimed at maintaining class hegemony. Brazilian educational reforms, throughout history, have emerged within the contradictions of the class struggle. In this context, the New High School Reform (NEM) (Law 13.415/2017) arises. The flexibilization of the curriculum is presented in the Law as a means of including young people with the right to choose. By guaranteeing the obligation in the curriculum of only the curricular components Mathematics and Portuguese Language, the NEM calls into question the importance of Biology. At IFPI, the Political-Pedagogical Projects (PPCs) were reformulated in light of the NEM. This work is justified by the change in the High School curriculum and by the power disputes surrounding it. Therefore, it aimed to answer the following question: “What curricular changes that occurred in the PPCs of the technical courses at the secondary level, in the integrated form at IFPI, impacted the curricular component Biology? And in what way do these changes affect the status and territory of Biology in the curriculum?”. The hypotheses were: Biology suffered negative impacts resulting from the reduction in workload, and Biology loses status and territory in the curriculum with the curricular redefinition. To verify these hypotheses, a documentary research was developed, based on the analysis of the documents that guide the NEM reform and the PPCs of the Integrated High School (EMI) at IFPI, before and after being reformulated based on Law 13.415/2017. The documents were organized in chronological order. The research was guided by historical-dialectical materialism, a conception that allows us to view social contradictions in a critical way. The Historical-Critical Pedagogy theory was fundamental in this work, allowing us to understand education as a phenomenon that expresses the contradictions of society in the capitalist system. When analyzing Law 13.415/2017 and contrasting it with the document from the Board of Directors of Education/National Council of Institutions of the Federal Network of Professional, Scientific and Technological Education (FDE/CONIF, 2018), it was observed that these represent antagonistic formative projects. When analyzing the National Common Curricular Base (BNCC/2018), we understand that it replaces systematized knowledge with competencies that are linked to market demands. When analyzing the curricular organization of EMI at IFPI after the reform, we found contradictions that reveal that the reform diverts the school from its central function of socializing scientific knowledge, in order to serve an educational project that subordinates this knowledge to a logic of flexibilization and adaptation. When examining the place of Biology in the EMI curriculum at IFPI, its status and its visibility, tensions are found that led Biology to lose space in the EMI curriculum at IFPI. Therefore, the reform moves in the opposite direction to the conception of integral human education, reducing students’ education to fragmented and functionalized pathways subordinated to the demands of capitalism.