Reforma do Ensino Médio nas escolas de tempo integral no estado do Tocantins a partir da Lei nº 13.415/2017

Abstract

This research, presented to the Professional Master's Program in Education and Educational Practices of the Postgraduate Program in Education (PPGEPE) at the Federal University of Maranhão (UFMA), addresses the configurations of the High School Reform instituted by Law No. 13.415/1, focusing on full-time high schools. Therefore, our general objective was to analyze the implementation of the High School Reform (Law No. 13.415/2017), identifying its unfolding in teaching practice and student education in full-time schools in the State of Tocantins, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO). To achieve this objective, the research was conducted at the Girassol de Tempo Integral Darcy Marinho High School, located in the municipality of Tocantinópolis – TO, a school under the jurisdiction of the Regional Superintendence of Education of Tocantinópolis-TO. The unfolding of the general objective stemmed from the knowledge and exploration of the historical context of secondary education from 1930 to the present day, addressing the reformulations and relationships with the secondary education reform law, Law No. 13.415/2017, revealing the similarities, specificities, and relationships between the laws that underpinned and underpin basic education and, more precisely, the field of secondary education in Brazil; based on an analysis, the implementation of the full-time secondary education policy in full-time schools (promotion) in the Regional Superintendence of Education of Tocantinópolis (TO) was highlighted; Furthermore, the implementation of the incentive policy as a new educational paradigm in the full-time school studied, under the jurisdiction of the Regional Superintendence of Education of the municipality of Tocantinópolis (TO), was also analyzed from the perspective of the manager, area coordinator teachers, classroom teacher, and pedagogical technician of curriculum, training, and learning assessment. Finally, we developed a Continuing Education Plan, with three modules, aimed at researchers of educational public policies focused on full-time secondary education, full-time secondary education teachers, and basic education teachers. The methodology developed adopted the fundamentals of the qualitative research approach, in the Case Study, and for data collection, semi-structured interviews were used, developed through a previously prepared script, composed of open and closed questions that directly focused on the object of study. For data analysis, content analysis was used to better understand the object of study, a technique used to evaluate the semi-structured interviews supported by bibliographic theoretical references and current national and local legislation. As the analyses carried out, it was found that secondary education is configured to serve the elite, its provision is dualistic and selective, distinguishing between intellectual training and training for work, and it is far from consolidating itself as a stable policy oriented towards the emancipation of human development, as it is consolidated as an instrument for the reproduction and perpetuation of social inequalities. In the context of comprehensive education in secondary education, studies point to a tension between the historical project of emancipatory comprehensive education, the contemporary logic of flexibility, and the duality in provision. This demonstrates that secondary education remains marked by instability, discontinuity, and disputes between different conceptions of educational projects. The Promotion Policy is closely linked to business-oriented reforms and the logic of competencies, which ultimately empties the emancipatory potential of comprehensive education, reducing it to an extension of school time without qualitative transformation of pedagogical practices. Empirical analysis indicates that the implementation of the promotion policy occurs heterogeneously and is marked by structural and pedagogical challenges, revealing a mismatch between the normative proposition of the policy and the real conditions of its materialization. The perceptions of school subjects reveal ambiguities regarding the impacts of the reform. Therefore, the development of the High School Reform in the state of Tocantins, based on the state's development policy, occurred hastily, under a neoliberal ideology of a managerial nature, where the state relinquishes its role, passing it on to private initiative. Thus, the implementation has produced some progress, but accompanied by significant limitations that compromise the realization of a comprehensive, critical, and emancipatory education. While expanding opportunities, the policy also reproduces inequalities and strains the social role of public schools.