| dc.description.abstract | This dissertation presents the research results in the Master Degree in Education at Universidade do Vale do Rio dos Sinos - Unisinos. Its theme is the implementation of the New High School Pilot Project.The state government of Rio Grande do Sul has begun implementing the New High School Pilot Project in some state schools in 2019 and 2020. The changes in the pilot project faced the global pandemic and social isolation caused by Covid-19. The general objective of this research was to understand the developments and effects of the pilot project in the process of implementing the New High School at Caic Madezatti State High School, in the city of São Leopoldo. Caic Madezatti School that serves as the empirical field of this study. It's an applied and qualitative research. Data production was based on document analysis (Cellard, 2008), participant observation (Yin, 2001), technology-mediated questionnaires and interviews (Minayo, 2001). Data analysis was based on discursive textual analysis and categorization, Moraes (2003) and Gatti (2004). Questionnaires were answered by 18 teachers via Google Forms in 2020. The interviews took place in November 2021. The first interview was face-to-face with 8 participating teachers, and the second one was online via Google Meet with 7 teachers. The theoretical framework has as main references the authors Michael Young (2007) and José Carlos Libâneo (2016), with the theme: the school role; Acácia Kuenzer (2017), Nora Krawczyk and Celso João Ferretti (2017), flexibilization; and Antonio Novoa (2019) and Altair Fávero and Diego Bechi (2020) about the teaching work. It is noticed in the results that governmental marketing "sold" the idea of protagonism and participation in the definitions of the New High School to the students. However, the students' preferences: focus on Enem, professional courses, art workshop and sports. It is fundamental that public policies guarantee a quality school focused on learning. Public policies should be based on an integral formation of the human being and not on a market-oriented viewpoint. In this sense, the curricular flexibility proposed for the New High School reduces the teaching of technical, scientific and philosophical knowledge acquired by humanity over the centuries and emphasizes utilitarianism and emergency individualism to meet a transitory demand of the labor market. As immediate result in schools, teachers are exhausted with the increased demand for work, since they teach larger number of students after the reform and have not received continuing education. They also feel undervalued with the reduction, or near extinction, of their education field in the new curriculum. In addition, during the period of social isolation in 2020 and 2021, the teachers wasted their own money to guarantee classes in the remote model. Even in that troubled pandemic time, teachers declared that their biggest concern was about the teaching/learning process. | en |
