Navegando por Autor "Barros, Celmalice Vicente Oliveira"

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    Revisão bibliográfica sobre a implementação da Lei 13.415/17: desafios, mudanças, impactos e dificuldades frente ao novo ensino médio no ensino de química
    (2023-09-20) Barros, Celmalice Vicente Oliveira; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919
    The educational system in Brazil has undergone several historical transformations since the arrival of the colonizers. The secondary education reform, promoted by Law nº 13,415 of 2017, sought to face challenges such as school dropout and low results in evaluations. This reform brought significant changes, such as curriculum flexibility and an increase in the annual workload from 800 to 1400 hours. The training itineraries allowed students to choose areas of interest, such as Languages, Mathematics, Nature Sciences, Human Sciences and Technical and Professional Training. However, there were intense debates about the implementation of the reform. In this research, our goal is to analyze the conceptions of some authors about the implementation of Law 13.415/17 and what are the challenges and difficulties facing the New Secondary School in Chemistry Teaching. This monograph is theoretical, a bibliographical research was carried out on the implementation of Law 13.415/17. The results indicated that the Brazilian Society of Chemistry (BSC) expressed concerns, highlighting the possible reduction of specific contents such as Chemistry, as well as the lack of structure in public schools to support the changes. Teachers and specialists also raised concerns about teacher training and inequality between public and private schools. The reform of secondary education reflected the search for adequacy to social demands and the labor market. Despite the modernization intentions, its implementation faced challenges, such as the need for continuous teacher training and the guarantee of equal opportunities for students from different contexts. Such findings show that the reform sought to innovate Brazilian secondary education, but also generated debates about its implications for the quality of education and educational inequalities.