Tales about the charms and disenchantments of/in the reform of the “New High School”: what is shown from/in the perception of Chemistry teachers in training

Abstract

The Brazilian educational scenario is immersed in a context of (counter)reforms regarding the curricular organization of Basic Education, especially when we consider what is proposed by Law 13,415/2017, which determines the implementation of the National Common Curricular Base. This normative engendering is constituted by an explicit intention, curricular centralization. From the amalgamation of normative documents, there is evidence of an exercise called “Secondary Education Reform”, also known as New Secondary Education (NEM), which propagates countless fallacies, such as: false freedom of choice and proposing a curriculum that would supposedly be more attractive to youth. Given this scenario, investigating this movement emerges as a powerful challenge in the field of Teacher Training/Curriculum. In the meantime, through this article we intend to understand the NEM phenomenon based on experience reports from eleven graduate students of a Chemistry course in the Central-West region. This empirical material was analyzed using the assumptions of Discursive Textual Analysis. From the analysis, clues emerge that outline that the perception of undergraduates, regarding the NEM, is anchored in concern about the challenges experienced and identified at the heart of the implementation of the reform, among which the lack of resources and the devaluation of Education professionals stand out.