Abstract

SOUZA NETO, Alaim. HIGH SCHOOL IN DISPUTE:TENSIONS ENGAGED AROUND THE CURRICULUM. e-Curriculum [online]. 2019, vol.17, n.3, pp.1263-1287.  Epub Oct 28, 2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p1263-1287.

This text aims to problematize some of the contradictions between curricular policies for High School in the present time, namely: the reform of High School and the launching of the third version of the National Common Curricular Base. It is sought to characterize which disputes and interests are at stake in this post-coup educational turnaround, as well as its impacts on the school, in a curricular perspective. Methodologically, a theoretical and systematized discussion of a bibliographical character around some concepts of the curricular field is made, such as curricular dispute and curricular policy, in interface with the process of human formation that is in charge of the High School. This discussion is accompanied by a documentary analysis, taking as sources two Brazilian curricular policies that impacted on High School in the period 2016-2018: Law no. 13,415/2017 - Reform of High School and the National Common Curricular Base of High School - 3rd version. In order to complement the analysis, the reading of other official documents in force such as Law no. 9,394/1996, Law no. 13,005/2014 and the Curricular Guidelines for Basic Education (2013) was conducted. Among the results, it is asked who is interested in the implementation of this Curricular Base without any democratic construction in spite of the participation of curriculum theorists, teachers and students, as well as some of the tensions engendered around the curriculum are presented and what the possible impacts on High School education are.

Keywords : National Common Curricular Base; Curricular dispute; High School; Curricular policy.

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