A reforma do ensino médio e suas possíveis consequências nos cursos técnicos integrados ao ensino médio da rede federal de educação profissional e tecnológica

Abstract

This work presents elements for discussion about the process of curriculum reform and its consequences, especially for Professional and Technological Education in Brazil, established in Law no 13.415 of February 2017, which reforms High School, based on the analysis of integrated technical courses to High School at the Valença campus of Cefet/RJ. Based on my professional experience with the technical courses integrated to High School in an Institution of the Federal Network of Professional and Technological Education and of several doubts raised by the Reform Law, I understood the need to study the subject in more depth, by assuming impacts on the role of federal institutions of Professional Education. By proposing to research the impacts of the High School Reform on the curriculum of technical courses integrated into high school, we intend to understand whether it is possible to reformulate the curriculum of these courses in accordance with Law 13.415/2017 in order to maintain the relationship of curricular integration, inseparability between Basic Education and Professional Education and its function of human formation. Consequently, our objective is to analyze the Reforms of Professional Education in Brazil, focusing on the Technical Courses Integrated to High School of the Federal Network of Professional and Technological Education.To achieve this objective, we describe the Professional Education Reforms in Brazil, through the details of the relationship between education and work, the concepts of polytechnics, omnilaterality and integrated training; we carried out a historical review of Professional Education Policies in Brazil, with emphasis on the Reform of the Federal Network of Professional, Scientific and Technological Education; We discussed the legal proposal of the MEC's 2017 High School Reform, detailing its conception, context and educational proposal in the reality of Cefet/RJ and the Valença campus, highlighting the interventions of the reform in integrated secondary education. We carried out a bibliographic review and analyzed under the historical-critical theoretical-methodological framework and the assumptions of qualitative research of an explanatory and descriptive nature. We seek to dialogue with the collected data considering the relationships that are established in the socio-historical-political-educational scenario in order to enunciate possible results and understanding of the object of study. From this perspective, we emphasize social practice and, thus, point out ways for a critical transformative education, conceiving education as a mediator within the global social practice. Furthermore, through historicization, we point out possible directions, actions and reactions of those involved in the process of the current reform of High School. We demonstrate the power of integrated high school, bringing its possibilities and compatibilities with democratic education aimed at an emancipatory training for the working class, as a way of resisting the New High School and strengthening professional and technological education.