O ensino de Química no Maranhão pós-reforma do ensino médio implementada pela lei 13.415/2017: uma análise em documentos orientadores.

Abstract

In Brazil, during 2017, through Law No. 13,415/2017, which amended the National Education Guidelines and Bases Law, changes were established for Secondary Education (EM) that resulted in the expansion of its workload and defined its new curricular organization. The state of Maranhão, following national guidelines, implemented the New Secondary Education in the state network, obligatory, in 2022. This state highlights some educational particularities that are based on the Maranhense Territory Curriculum Document (DCTMA), which ensures conditions for compliance with national laws and, at the same time, takes into account local specificities. Considering this current scenario of changes in the country's educational structure and its effects on local educational policies, this research work is based on the observation that the High School Reform, as it is a topic that is still little explored and with few records in the literature, , requires more in-depth investigations so that its impacts are understood. However, as a way of delimiting this research, the study carried out in it is restricted to the search for understanding the discipline of Chemistry within the new proposals, in order to identify the effects of the reform on this curricular component. Therefore, the objective of this work is to analyze the presence and conformation of the Chemistry subject in the Maranhão school curriculum after the EM reform. The research has a qualitative approach and documentary typology. Thus, the main Maranhão documents adopted for the implementation of the New High School were analyzed, namely the DCTMA, the Pedagogical Guidelines for High School in Maranhão and the Implementation Plan for the Curricular Reformulation of the New High School in the state. Descriptive and explanatory data were extracted from them on curricular aspects of the Chemistry subject through the changes adopted following the reformulations. For data analysis, the content analysis technique proposed by Bardin (2011) was used. As results of the research, the reduction in Chemistry hours in the curriculum of state schools stands out. As for the recommendations proposed by the DCTMA in relation to the learning that must be present in the teaching of Chemistry, there is an emphasis on the use and knowledge of scientific and technological language; the understanding of natural and technological phenomena; autonomy to resolve problem situations using scientific knowledge. As recommendations for teaching methodologies, the document includes the dialectical method, contextualization and active methodologies. Therefore, given these findings, Chemistry had its relevance reduced in the aforementioned curriculum after reform, even though its regional pedagogical approach was recognized and recommended.