A reforma do Ensino Médio no IFSC - Instituto Federal de Santa Catarina : implicações para o ensino médio integrado e processos de recontextualização.

Abstract

This thesis is the result of research developed in the Graduate Program in Education at the University of Santa Cruz do Sul and is linked to the research line "Education, Work, and Emancipation." Its general objective is to analyze the processes of recontextualization of the High School Reform at IFSC – the Federal Institute of Santa Catarina, understanding its implications for the maintenance of Integrated High School Education. The specific objectives sought to: a) contextualize Integrated High School Education in the historical context of the Federal Institutes and the Professional and Technological Education at the High School level; b) explain, based on the available literature on the subject, the implications of the High School Reform for the Professional and Technological Education offered at the Federal Institutes, particularly in Integrated High School Education; c) understand, in the normative devices of the Reform, the meanings and (im)possibilities of curricular integration; and d) identify and analyze the changes that structure the High School Reform and Professional and Technological Education (EPT) and how they are recontextualized in practice. Among the authors who theoretically grounded the study are Marise Nogueira Ramos, Maria Raquel Caetano Gaudêncio Frigotto, Maria Ciavatta, Monica Ribeiro da Silva, Basil Bernstein, Jeferson Mainardes, and Éder da Silva Silveira, in addition to researchers who study professional education, Integrated High School Education, and the High School Reform established by Law 13.415/2017. This study results from a research project approved by the Research Ethics Committee of UNISC, as per Opinion No. 6.711.862. It is a qualitative research conducted at IFSC – the Federal Institute of Santa Catarina – with the main procedures being participant observation, written records in a field diary, documentary analysis, and interviews. The data analysis was based on the categories emerging from the concept of integration (Marise Ramos) and the recontextualization approach (Basil Bernstein). The thesis argues that the idea of integration that supports the defense and practices of Integrated Curriculum in Federal Institutes – integration as a pedagogical principle and as a political project engaged in societal transformation and in confronting structural duality – is threatened by the new Guidelines accompanying Law 13.415/2017 and Resolution CNE/CP No. 1 of January 5, 2021, which defined the National Curriculum Guidelines for Professional and Technological Education. As there is no direct relationship between the formulation of the policy and its practice (Éder da Silva Silveira; Monica Ribeiro da Silva; Adriana Martins de Oliveira), it is considered that the High School Reform, when shifting from the official discourse to the pedagogical-practical field, undergoes recontextualization, since in the implementation processes, there are interpretations, decontextualization, and the assignment of meanings divergent from those expressed in the normative devices of the educational policy. The data indicated that at the Federal Institute of Santa Catarina, when the subjects received the guidelines of the High School Reform, they took a stance against it, created resistance strategies, and developed the recontextualization process, aiming to defend the principles of Integrated High School Education and respond to the realities of the campuses. It can be observed that the High School Reform does not recognize the concept and the work developed by the Federal Institutes with Integrated High School Education, encourages the offering of Professional Education as a formative pathway, reinforces curricular fragmentation, and undermines the integration of knowledge, further compromising education.