Impactos do novo ensino médio no processo de ensino em Física: análise das percepções de professores e coordenadores de escolas públicas em Oeiras - PI

Abstract

In order to achieve the objectives of high school education in the midst of a society undergoing numerous technological changes and transformations, new arrangements were implemented for this stage of Basic Education through Law No. 13,415 (2017), which introduced amendments to the LDB (1996). With the approval of Resolution CNE/CP No. 4 of 2018, the official document of the National Common Curricular Base (BNCC) established a new reform in high school education. Amid discussions prompted by the reform, there arose an interest in investigating how it has been implemented in the city of Oeiras – PI in a specific scenario, focusing on the subject of Physics. The investigation aimed to analyze the perception of teachers and coordinators in public schools in Oeiras regarding the consequences of the New High School in the teaching of Physics. Employing a qualitative approach, which involved a brief characterization of Educational Policies for High School through literature review and field research, data were collected from a sample comprising 04 teachers and 04 coordinators from four public schools. Interviews were used as the primary instrument. Subsequently, Content Analysis was conducted. It was found that the potential consequences of the New High School encompass both positive and negative aspects. Among the positive aspects, emphasis was placed on deepening knowledge, the integration of textbooks by Knowledge Area, fostering dialogue between multiple disciplines, and interdisciplinary approaches. Additionally, work relationships became more collective, involving Physics, Chemistry, and Biology teachers, as well as coordination, and the promotion of student protagonism. On the other hand, negative impacts were linked to reduced class hours, lack of adequate infrastructure, the need for more specific training, and an increase in the number of coordinators per school. As an alternative to mitigate these issues, the introduction of Historical-Critical Pedagogy in educational planning is proposed.