Novo ensino médio e inovação pedagógica : desafios para a prática docente

Abstract

High School, the final phase of Brazilian Basic Education, is marked by significant disputes, especially due to its target audience: youth (15 to 17 years old in regular flow). Law No. 13,415, dated February 16, 2017, which established the recent High School Reform, implemented several changes, including the restructuring of the school schedule, with a progressive expansion of the workload, curricular changes that involve diversified content and aligned with the National Common Curricular Base (BNCC), and a focus on youth protagonism. Simultaneously, it is noted that the concept of innovation in pedagogical practices has gained prominence in contemporary times, being an element of the BNCC and being present in the STEAM Movement, which shares the notion of innovation and is mobilized in the Mato Grosso state network. It is worth noting that this notion of pedagogical innovation should transcend the simple use of technologies. Considering this, this study had the general objective of investigating the pedagogical practices of high school teachers in the face of the reform aimed at the stage and the principles proposed by the STEAM Movement. The study has a qualitative, descriptive and exploratory approach, with the mobilization of Participant Research. The research was carried out in a public state school in the city of Primavera do Leste-MT, with teachers who work in high school on a full-time basis. The research process was organized as follows: selection of the participating school, bibliographical review, observation of the teaching routine, and analysis of the Pedagogical Political Project, application of questionnaires to teachers and selection of teacher to develop pedagogical practice with an emphasis on interaction and involvement of teachers. students. Data collection included a logbook and questionnaire. Furthermore, a semi-structured interview was carried out with the teacher who implemented the pedagogical practice together with the researcher, in the 3rd year high school class. Interview analysis was conducted using Content Analysis. Three categories of analysis were identified: curricular changes in the New High School; youth in action: autonomy and active participation; and experience of teaching work and pedagogical strategies. The observation results indicated that the lecture is still the main teaching resource in classes. In contrast, the questionnaire demonstrated that the teaching group believes in promoting differentiated didactic-pedagogical strategies and sees itself as innovative in the classroom. In the interview, despite not defining her pedagogical practice, the teacher stated that she seeks student participation in classes and that she considers affection and pedagogical mediation to be important. The action taken, in turn, was seen as valid by the teacher, due to the engagement demonstrated by the students. Regarding the STEAM movement, the data shows that it is not integrated into the daily life of the researched institution. Despite encouragement from the Department of Education (Seduc), some teachers have superficial or non-existent knowledge about the movement. In short, this research understood teaching pedagogical practices in the context of the new High School and, by way of conclusion, highlights the need for reflection, collaboration and continuous innovation in Education, aiming at the critical training of students.