Autonomia e regulação da escola : uma análise a partir de escolas-piloto do Novo Ensino Médio no Rio Grande do Sul.

Abstract

Law No. 13.415/2017 instituted the "Novo Ensino Médio" (NEM - New High School), changing the structure of this stage of basic education, which is now divided into Basic General Formation, in accordance with the BNCC, and the Formative Itineraries, with different curriculum matrices. In Rio Grande do Sul, pilot schools for the NEM began to offer the new curriculum from 2020, the same year that the pandemic begins. The research problem of this dissertation is based on the following question: How is the autonomy of pilot schools of the Novo Ensino Médio in the state of Rio Grande do Sul and how does its regulation happen? The problem is based on the perception that the changes caused by educational policies that involve the Novo Ensino Médio curriculum influence, direct or indirectly, the decision capacity of school subjects. To answer the problem, the general objective seeks to understand the autonomy of the pilot schools of the Novo Ensino Médio in Rio Grande do Sul and how its regulation occurs. The specific objectives were: a) to describe and analyze the factors that interfere with the pilot schools autonomy towards school management, curriculum and teaching work; b) to understand the autonomy and the regulation of pilot schools from the interviewed teachers’ narratives. The qualitative research was based on documents analysis and interviews with teachers and managers of two pilot schools of the NEM in a city of Rio Grande do Sul. The interviews were analyzed through the Discursive Textual Analysis, as proposed by Moraes (2003). By school autonomy we used Barroso (2004) and Rios (1993) as the main references, understanding autonomy as the possibility of settling rules that guide the conduct of subjects who live in community. Regulation was based mainly on Barroso, defined as "the ways in which the rules that guide the action of actors are produced and applied; and the ways in which these same actors appropriate and transform them" (BARROSO, 2006, p. 12). That is, it involves how subjects interpret this regulation and act based on the norms then established. As a result, it is concluded that if the school's autonomy was already limited before, with the NEM the situation did not improve. Schools received the curriculum matrices accomplished by SEDUC-RS, following MEC regulations. Only at the choice of itineraries offered by the school there was any participation of the school community. Teachers complain that "everything comes from above". The overload of teaching work by the pandemic and NEM curriculum, the diagnostic evaluations promoted by the state and the quick imposition of education digital models proved to be the main factors of regulation on school autonomy and on teaching work.