Os impactos do “Novo” Ensino Médio na disciplina de Sociologia na ECI Serveliano de Caraúbas – PB: um processo de luta e resistência em tempo de crise do capitalismo.

Abstract

The dissertation focuses on: the impacts of the “New” High School Reform (Novo Ensino Médio) on the Sociology subject as part of a process of struggle and resistance in times of capitalist crisis, considering the lived experiences within a school located in the municipality of Caraúbas — a town in the eastern Cariri microregion of Paraíba, Brazil. This research presents a historical overview starting from the U.S. Housing Bubble to the implementation of the “New” High School Reform in 2017, including the Labor Reform, Pension Reform, and Constitutional Amendment No. 95. In the discussions, we address the intermittent history of Sociology as a school subject in Brazil, tracing it over the past two centuries to better understand the current scenario after the NEM reform. This study critically examines the expansion process of Full-Time Education in the state of Paraíba, with a particular focus on the Cariri region, mapping how many schools are currently classified as “Escolas Cidadãs Integrais” (Citizen Integral Schools) and “Escolas Cidadãs Integrais Técnicas” (Technical Citizen Integral Schools). Regarding methodological approaches, we opted for a qualitative approach, as it is the most suitable for understanding the complexity of the issue and responding through a set of dynamic relational perspectives and potential obstacles. This approach enables the use of tools capable of capturing the depth and richness of social phenomena, adopting interpretive and exploratory analyses. The research involves a bibliographic review and is characterized as a documentary field study. With a focus on informing students about the motives behind the reform, the study aims to outline strategies to confront this measure as an act of resistance. As a result, it was possible to observe the process of deterioration in education associated with the reform, as well as the challenges faced by millions of young people, including school dropout. Data from the Brazilian Institute of Geography and Statistics (IBGE) show that the majority (53.6%) of youths aged 15 to 17 who dropped out of school did not complete elementary education. Among those aged 18 to 24, 59.6% left school before finishing high school. In conclusion, we emphasize the importance of this work as an academic contribution, and within this scope, advocate for the repeal of the reform of the High School Reform and for a free, public, and quality education for all.