O novo Currículo do Ensino Médio e a Atuação Docente em Projeto de Vida no C. E. M. Maria Mônica Vale em São Luís - MA

Abstract

This study consists of a qualitative and interventional research whose aims to answer the following question: how can teachers of the Life Project curriculum component act in the choice of training itineraries in the new high school curriculum in Maranhão? Thus, objective was to investigate the teaching performance in the Life Project curriculum component of the new High School curriculum at the Centro Educa Mais Maria Mônica Vale in São Luís - MA, with a view to jointly constructing a pedagogical guidelines booklet for choosing training itineraries. And our specific objectives were: to verify the curricular guidelines for the choice of training itineraries in the new high school curriculum in Maranhão; to identify the training of teachers who work in the Life Project curricular component in Maranhão; to analyze the teaching performance in the Life Project at the Centro Educa Mais Maria Mônica Vale; and to develop, in partnership with the school team at the Centro Educa Mais Maria Mônica Vale, a pedagogical guidelines booklet with themes and methodological strategies to help with the choice of training itineraries. In order to achieve our objectives, we researched the curriculum documents that underpin this curriculum reform, the BNCC (2028) and the DCTM (2022), as well as delving into the curriculum and the history of secondary education and teacher training in Brazil and Maranhão, based on authors such as Charlot (2014); Ferreira Jr (2010); Freire (1987;1996); Imbernón (2011) Lopes and Macedo (2002, 2011), Paraíso and Santos (1996); Sacristán (2000; 2013); Saviane (2005); Silva (2002); Papi (2005); Pimenta (1997); Ramalho, Nuñes and Gauthier (2004), Sodré (2012) Souza (2008), Tardif (2014) among others. Our field of investigation was the Centro Educa Mais Maria Mônica Vale, located in the Vinhais neighborhood in São Luís -MA, in which we traced a methodological path, which consisted of participant observation and semi-structured interviews with the management and teachers who work in the Life Project, the data analysis was done based on the Theory of Performance by Stephen Ball and his collaborators (2021). Thus, our results indicate that the curricular guidelines for choosing training itineraries are not precise, delegating schools to create strategies to promote a conscious choice, setting precedents for failures and dissatisfaction on the part of students. As for teacher training to work on the Life Project curricular component, the data shows that it is centered on the implementation of the ICE didactic material, which has generated concern about compliance with the curricular program, as well as the search for other sources. And in their Life Project work, the teachers reported on the daily contextualization practices they experience in the school environment, such as meetings, joint planning, and the construction of artifacts to implement the educational policy in force. During the course of our research, we were able to apply our educational product, built with the help of the pedagogical team, which consists of a pedagogical guidelines booklet containing a didactic sequence for choosing training itineraries, which was well received by the students.