Novo Ensino Médio na Paraíba: a perspectiva de estudantes e professores de Escolas Cidadãs Integrais Técnicas.

Abstract

The New High School Education stems from Law 13,415/17, which introduces a new curriculum structure, flexibilizing the curriculum with the stated objective of meeting students' interests and implementing full-time high school education. Prior to the high school reform, Paraíba was already implementing a new curriculum structure with full-time education. This model was created by a private institute, aimed at meeting the demands of the job market. The ECIT (Integrated Technical Education Center) already featured a reduction in workload for general basic education subjects, implementation of a diversified and technical base in the high school curriculum, and full-time education. The present research aims to understand the perspective of students and teachers in the Integrated Technical Citizen Schools regarding the implementation of the New High School Education in Paraíba. To identify the teachers' perspective, a focus group was conducted with 11 Humanities teachers from the state education system in Paraíba, lasting for 3 hours. As for the students, an online questionnaire was administered, and 222 responses were collected from students currently enrolled in high school at the Integrated Technical Citizen Schools in Paraíba. The teachers express dissatisfaction with the model, highlighting the imposition of the Integrated Technical Citizen Schools (ECITs) and lamenting the inadequate training they received to understand the curricular changes. Among the results, it is worth noting that when students were asked about subjects that could have reduced or eliminated workload, out of 221 responses, students could choose more than one option. 67 (30.3%) students indicated "Life Project," 60 (27.1%) chose "Elective," 50 (22.6%) indicated "Weekly Assessment," 36 (16.3%) opted for "Post-High School," and 26 (11.8%) chose "Entrepreneurship subjects." Students were asked what would be the appropriate workload for their education, according to their individual reality, and 63 (28.4%) consider 6 hours, followed by 61 (27.5%) who consider 5 hours or less. However, it is necessary to debate the proposal, considering the perspectives of the public that experiences the changes.