Eu vejo o presente repetir o passado e comprometer o futuro : o movimento das redes estaduais de ensino a partir da lei nº 13.415/2017

Abstract

This research deals with the reform of Brazilian high school instituted from Law No. 13.415/2017 and is funded by the Research Support Foundation of the State of Amazonas (FAPEAM). Its method was historical-dialectical materialism and was constructed through a state of knowledge that used two sources, the catalog of theses and dissertations of the Coordination of Superior Level Staff Improvement (CAPES), produced between 2017 and 2021 and the work "High School in Research", which represents the result of research produced by the Interinstitutional Network of research groups in High School (Rede Nacional EMPesquisa) and documentary research that was limited to the Curricular Reference for Secondary Education of the State of Amazonas (RCAEM). The general objective was to analyze the implementation movements of Law No. 13,415/2017, which reforms high school in state networks in Brazil. The specific objectives were: understand the Brazilian political conditions that subsidized the reform of high school regulated by Law No. 13,415/2017, identify what researches point to on the implementation of high school reform in state education networks in Brazilian states and analyze the centrality of the Curricular Reference of the State of Amazonas in the implementation of Law 13,415/2017 in that state. It was identified the growth of public-private partnerships to implement the reform and that the increase in flexible working hours occurs, mainly, in a non-face-to-face manner. Furthermore, it was possible to point out that there were already models like what Law No. 13,415/2017 recommends for current high school, in addition to pointing out that the processes of implementing the high school reform did not listen to education professionals, students, and society, nor met its demands, the research explained the commercial rationality present in the curricula. In the context of the State of Amazonas, RCAEM's analysis shows that the implementation of Law No. 13,415/2017 did not have a process that curbed public and democratic debates, including legal frameworks, since the state resolutions were all decided ad referendum, that is, marginalizing the debate democratic. Therefore, the thesis argues that the implementation of Law No. 13,415/2017 occurs in order to dispense with public and democratic debate in Brazilian state education networks, emptying the curriculum of scientific knowledge by reducing the workload of the curricular components of Basic General Training at the same time that it strengthens commercial rationality, it violates the principle of democratic management and student access and permanence at school. In this sense, the urgency of repealing Law No. 13,415/2017 and opening dialogue with society about the high school model to be built with Brazilian youth is demonstrated.