Abstract

MARCELINO, Angélica de Cássia Gomes; PORTO, Rita de Cassia Cavalcanti  and  CABRAL, Angela Ninfa Mendes de Andrade. High School Reform: Setback in Brazilian Educational Policies. Educ. Puc. [online]. 2020, vol.25, e204586.  Epub Dec 11, 2019. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4586.

This article is an essay that aims to cause a reflection about the High School reform, implemented in Brazil through Law number. 13.415/2017 and its impacts on teacher training, with view at arising discussions, studies, dialogues, and evidence that may lead to reflections on teacher training policies currently linked to the business management model that has recently been implemented in education. This study shows that these reformistic policies are not committed with the struggle of education workers and do not propose a social quality. High School reform is seen in this study as a reproductive mechanism when reviewed in the light of Bourdieu and Passeron's theoretical references. This study also points out referrals that seek the strengthening of the resistance strategies of professional teachers and the continuous struggle to be committed with the underprivileged classes and/or with those who need to make use of public education in Brazil. Our investigation is inspired on thematic research, based on Freire, that features the reading and critical analysis of reality, as well as by the development of action proposals, considering that teacher training policies must start from the demands of educators and the critical understanding of reality, so that educators may build an emancipatory trajectory in a permanent process of reflection-action-reflection.

Keywords : Resistance strategies; Teacher training; Business Reform of Education.

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