The reverse side of high school reform in the São Paulo State Network

Abstract

The changes brought about by Law 13.415/2017 in the LDB/1996 section referring to high school changed the conception of this teaching stage and redirected its purposes. This article presents data from an action-research, involving bibliographical and documentary analysis and interventions in educational practices, within seven schools following the implementation of the New High School in the São Paulo state. The objective is to analyze the repercussions of the curricular organization of the Education Department on teaching and learning processes, and how these schools are building critical and creative curricular proposals through autonomy and democratic participation. Research results show that the curricular organization based on 276 components, linked to 11 formation itineraries, fragmented school contents and made the pedagogical work organization favorable to student learning and formation unfeasible. The organization of the contents of the components and Inova Educação disciplines articulated to the common base disciplines, carried out by the research. However, the lack of guarantee that this content is taught by expert professors compromises the potential of the proposal to minimize negative effects and consequences of the reform in high school education.