PENSANDO O NOVO ENSINO MÉDIO A PARTIR DA PERSPECTIVA DE LÉLIA GONZALEZ: POR UMA DIALÉTICA DA CONSCIÊNCIA E DA MEMÓRIA

Recently different sectors of society of many countries have been demanding significant improvements in their education systems, and teaching and learning practices (Keller, 2008; Latchem & Hanna, 2001). The need for keeping up or developing competitiveness has been the main reason for these improvements. These countries has been faced with challenges in terms of lack of skilled workers, capacity of resilience from the labor market to deal with dramatic economic changes, and the pursuit for more productivity based on the use of technology. Brazil is a good example of one of these countries. It has been struggling to improve its public basic education in order to develop the workforce. One of the initiatives to improve the education system is by changing the education paradigm in high schools with the use of tablet computers in a large scale deployment. This paper describes the social scenario that led to this initiative and how it has been made in a large country, as well as the research that is being carried out to investigate the impact of such initiative in the learning outcomes in public high schools in Brazil.

O presente texto examina os modos contemporâneos de constituição da docência no Ensino Médio no Brasil. Servindo-se das teorizações foucaultianas como inspiração analítica, considerou-se como condição de possibilidade a centralidade dos saberes tecnocientíficos e o advento das condições do capitalismo cognitivo, bem como a inserção da profissão docente no interior das tramas contemporâneas da bioeconomia. Examina-se nesse texto uma das tecnologias de governo que conduzem a docência contemporânea nesta etapa da Educação Básica: a interatividade como modo de pensamento. A mobilização desta tecnologia sugere a constituição de docências interativas, efetivando-se a partir de uma ação pedagógica politicamente útil e economicamente produtiva. Nessa direção, o aprender em rede, o futuro como algo imediato e as profissionalidades interativas são algumas das estratégias mobilizadas no interior dessa tecnologia de governo. A consideração dos professores como um público, assim como a multiplicação dos sentidos ligados à sociedade de aprendizagem, conduzem a produção de “pedagogias de conexão” que, nessa analítica, primam pela formação de docências com condições específicas de pensar, agir e comunicar-se. Enfim, defende-se neste artigo a perspectiva de que a interatividade opera como uma tecnologia de governo otimizadora da constituição contemporânea da docência no Ensino Médio no Brasil.

In Brazil, transgender/gender-diverse youth are initiating social transitions at an earlier age, reflecting more supportive settings and greater social awareness. Schools, as critical environments in which they spend most of their time, play a pivotal role in shaping their experiences. This case-study aims to provide insight into how Brazilian schools have been responding to the growing presence of transgender adolescents by examining the experiences of a group of teachers who, without prior education and training, encountered a transgender student for the first time. In-depth interviews were conducted with staff at one public high school located in Santos/Guarujá, Brazil. Data were analysed using reflexive thematic analysis within a constructivist paradigm. Our findings show how cisnormative assumptions fostered a trans-exclusionary culture, exposing transgender/gender-diverse students to misgendering, restricted access to facilities, and transphobic remarks. While coexistence between cisgender teachers and transgender students raised awareness among some school staff, it also generated exposure and embarrassment for the students. To foster more affirming environments, it is important to challenge the common sense about ‘equality’, which reinforces cisnormativity as an assumption for all students, and adopt policies to promote affirming change that does not rely solely on the presence of trans students.

Background : Given the importance of working on Modern Physics in the classroom and considering the great difficulty of understanding by students, it is important to investigate efficient ways to develop the theme. Objective: Identify if there was learning after using a didactic material built using animated gifs and specially after using computer simulations, and to investigate if there is a difference in learning between students who interacted and did not interact with the computer simulations. Design: The design is based on a quantitative analysis made by comparing the results of pre-tests and post-tests of the control and experimental groups. Setting and participants: The research was carried out with 82 students from the third year of high school from a public school. Of these students, 62 form the experimental group, while 20 make up the control group. Data collection and analysis: The activities were developed during the curricular classes of the Physics discipline, with the application of questionnaires immediately before and after the activities. The activities contemplated the four types of mediations (according the CNMT referential), and the control group did not use hypercultural mediation. Results: The outcome of the analysis shows a significant difference in the results of the control and experimental groups, and the experimental group showed a statistically superior growth. Conclusions: Using the four types of mediations, especially hypercultural , students' learning is enhanced for Special Relativity concepts and problem-solving.

Historically, it is possible to conceive at least three analytical properties that can define how educational inequalities are manifested within the education systems. Such properties are given by the notions of inclusion - which is related to the availability of educational assistance in the face of a provided social demand - in a specific historical and geographical context; progressivity - which involves an ability to include in this educational service the poorest population and in conditions of socioeconomic vulnerabilities, so that there is access, permanence and completion of schooling for all social groups. And finally, by the notion of specification - which involves some type of internal organization of the school offer marked by the institutional and / or formative subdivision of the system, which is capable of directing, directly or indirectly, as chances of access to higher or higher school trajectories. less prestige and social appreciation in this same society. The rate can affect educational inequalities as it produces differentiations and hierarchies in the allocation of scholars from different social classes / socioeconomic groups within the educational system. Based on these analytical properties, we seek to analyze the phenomena that have marked the expansion of school attendance in Brazilian high school in recent years. We try to show that this expansion deserves more in-depth analyzes, given its discontinuities and ambiguities, since high school remains one of the most challenging stages in the search for democratization of the educational system in the country. One of the limitations that have been historically and uninterruptedly in the country, is related to the scarcity of data and information about this phenomenon. Against this background, the main objective of this study was to analyze the socioeconomic, cultural, work-related profile and trends observed in the school trajectories of students who passed through Brazilian high school in the historical series from 1998 to 2014. The research was carried out predominantly using data from the ENEM socioeconomic questionnaire, in addition to other census and / or sample data. The results of the work show that the movement for inclusion and progressivity - verified also by other researches - did not translate into the democratization of school opportunities at this stage. Our progression that despite important changes related to the noticeable greater access and conclusion at this stage, there are historical patterns of supply in the educational system that act as mechanisms for the Brazilian production of school inequalities, which can be perceived through curricular, formative and institutional differentiations.

A cross-cultural, randomized study was proposed to observe the effects of a school-based intervention designed to promote physical activity and healthy eating among high school students in 2 cities from different regions in Brazil: Recife and Florianopolis. The objective of this article is to describe the methodology and subjects enrolled in the project. Ten schools from each region were matched and randomized into intervention and control conditions. A questionnaire and anthropometry were used to collect data in the first and last month of the 2006 school year. The sample (n=2155 at baseline; 55.7% females; 49.1% in the experimental group) included students 15 to 24 years, attending nighttime classes. The intervention focused on simple environmental/organizational changes, diet and physical activity education, and personnel training. The central aspects of the intervention have been implemented in all 10 intervention schools. Problems during the intervention included teachers' strikes in both sites and lack of involvement of the canteen owners in schools. The Saude na Boa study provides evidence that public high schools in Brazil represent an important environment for health promotion. Its design and simple measurements increase the chances of it being sustained and disseminated to similar schools in Brazil.

Resumo: Com o objetivo de avaliar as principais temáticas relacionadas às pesquisas que envolvem a Educação Física do ensino médio integrado no Brasil, este estudo foi feito a partir de uma revisão bibliográfica das publicações científicas nos programas de Pós-Graduação stricto sensu e de artigos científicos. O levantamento de teses e de dissertações utilizou como fonte a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). A busca de artigos científicos foi feita a partir da base de dados Scielo. Os estudos selecionados compreendem as publicações entre os anos de 2012 a 2019 e apresentam temáticas que se referem ao histórico da Educação Profissional dos Institutos Federais, ao histórico da Educação Física e sua relação com a Educação Profissional e Tecnológica, à análise da Educação Física na dinâmica curricular e às propostas de práticas pedagógicas para o ensino médio integrado. Constatamos que a baixa quantidade de produção científica pode levar ao entendimento da necessidade de maior discussão e pesquisa em relação à temática. Portanto, sugerimos que as pesquisas futuras apresentem propostas didático-pedagógicas que contribuam com a prática docente na Educação Física do ensino médio integrado. Palavras-chave: Educação física. Ensino médio integrado. Estado da arte. Educação integrada. Educação profissional.

Focus of Presentation Searching on documents about High School (or Secondary) education we found some differences in both curriculum, Brazil and Canada. High School in Brazil has three year (grade 10 to 12). In other hand, High School in Canada has four years (grade 9 to 12). The main focus of this work is a comparison about how “health promotion” appears in High School curriculum in Brazil and Ontario-CA, in especial at Physical Education curriculum. Findings In Brazilian High School, Physical Education curriculum is mandatory. However the key-words “health” appears 11 times in a federal document (Ministry of Education) with 241 pages. Key-words like “health promotion” appear one time and “social determinants” none. Ontario-CA have a Health and Physical Education curriculum. In this case, the key-words “health” appears more than 1000 times in a province document (Ministry of Education) with 224 pages. Key-words like “health promotion” appear 14 times and “social determinants” 3 times. Conclusions/Implications Text Physical Education curriculum in Brazil need to emphasize “health promotion” contents as a life condition and physical literacy and health literacy. Meantime, Ontario-CA curriculum show a few content about “social determinants” which is a core concept in “health promotion” studies. Key messages Text High School curriculum need emphasize “health promotion” and “social determinants” as a core concept for a physical literacy and health literacy.

Resumo: Este artigo tem o propósito de analisar historicamente o lugar da filosofia no Ensino Médio em geral e, em especial, a sua relação com a educação científica, através de uma metodologia teórica, por meio de textos, artigos, decretos e leis, que envolvem o contexto histórico em questão. Primeiramente, abordam-se, no panorama internacional, as mudanças gerais curriculares em ciências ocorridas nos Estados Unidos e o processo de reaproximação entre a filosofia, a história e a educação em ciências, mas apenas na medida de sua utilidade para compreender tal problema no contexto brasileiro. Diante disso, enfatizam-se os aspectos políticos e educacionais que conduziram as idas e vindas (chamaremos de ‘ondas’) da filosofia no Ensino Médio no Brasil, desde a sua institucionalização a partir da Lei orgânica Capanema (1942), passando pela ditadura militar de 1964, que modificou a estrutura educacional da época, influenciando o panorama atual frente às recentes reformas do Ensino Médio registradas na Lei 9.394/96. Ao mesmo tempo, chama-se atenção para os constantes ataques à filosofia, mostrando que a supressão direta ou indireta dela prejudica o ensino de ciências de modo específico. Nessa perspectiva histórica, extrai-se uma lição das consequências de se dispensar a filosofia da Educação Básica e científica no cenário nacional e se observa como tal dispensa ao longo das décadas do século XX se refletiu até nossos dias no século XXI. Palavras-chave: Filosofia. Currículo. Educação Científica. Ensino Médio brasileiro.

ABSTRACT: This article brings the results of a research that analyzed the advertisements about the 2017 high school reform, making counterpoints with the reality of the Brazilian educational system and taking into account socioeconomic issues, interpretations of the text of the law, and historical perspectives of the policies for high school in Brazil. Techniques of document and content analysis were employed by using the Iramuteq software for examining texts in the light of a bibliographic matrix supported by the main axes of dialectical historical materialism. We identified two axes in the advertisements: the defense that Law no. 13.415/17 brings vigor and an air of renewal and novelty to high school on the one hand, and, on the other, the exaltation of a supposed freedom of choice by students for the curricular trajectory according to their ambitions, desires, and personal goals for the future, which would increase their satisfaction with the school experience. Nonetheless, we argue that the official and advertising discourse on Law no. 13.415/17 presents fallacious content that distorts and manipulates the content of the legal text and that the main objective of the advertisements is to guarantee the conditions for implementing an educational reform that suits those interested in maintaining the social status quo, in which an elite dominates and directs society, controlling production and big capital, relegating the rest of society to an adverse socioeconomic reality in which not even education is guaranteed for all in an equal manner.

O Governo Federal reformou o Ensino Médio no Brasil. Neste artigo, temos como objetivo analisar comparativamente o núcleo central das representações sociais do Ensino Médio construídas por licenciandos/as em Física e Matemática do IFPE – campus Pesqueira. Constituíram-se referenciais sobre o Ensino Médio, autores como: Kuenzer (2000), Rodrigues (2012) e Silva e Scheibe (2017). A Teoria das Representações Sociais e a abordagem estrutural são os referenciais. O estudo é de natureza qualitativa. Participaram 40 licenciandos/as, 20 de cada curso. Utilizamos, como procedimento de coleta, um Teste do Núcleo Central. Para a análise, tivemos o apoio da Técnica de Análise de Conteúdo. Os resultados apontaram para uma mesma representação, pois os núcleos centrais são idênticos. Representam o Ensino Médio como uma etapa educacional que tem o professor e o aluno como protagonistas, e possibilita uma formação que determinará o futuro acadêmico, social, ético e profissional.

The achievement goal theory seeks to understand the set of factors, such as: thoughts, beliefs, motivations, purposes and emotions that lead the development of the individual’s performance (in this case, the students) to act, and, consequently, to translate into their results actions. The objective of this research was to investigate the expectations, perceptions and motivations of students from a public high school in the interior of São Paulo. The qualitative and quantitative study was carried out in a public high school, located in a city in the interior of the State of São Paulo, in the first semester of 2019. The separation of parents can sometimes be a problematic factor for student life. Students whose parents have literacy and longer formal education tend to remain literate and evolve in the educational field. High school students seek to complete their studies and move on to higher education in order to achieve personal life goals. A large proportion of students do not understand the real role of attending school

The field of computing has not been a popular area of study for young women entering the University of Brasilia (UnB). In 2015, female students comprised a mere 5% of the students seeking to enroll in a Computer Engineering major. In an effort to popularize the field of Computer Science among girls in High School, the Meninas.comp Project (Girls.comp, in English) is being carried out in the public high schools of Brasfla, in Brazil. The project is coordinated by female professors from the Department of Computer Sciences at the UnB. This article reports on one of the activities of this project, presenting the hands-on workshop with programming for public high schools. These programming workshops are attended by students from 10th, 11th and 12th grades. The workshops include game programming, robotics and developing apps for mobile phone.

This paper briefly reviews Brazilian textbook policies during the twentieth century, and pays careful attention to its latest development, PNLD—Programa Nacional do Livro Didatico (National Textbook Program) and its textbook assessments, which selects textbooks that are freely distributed by the Ministry of Education (MEC) to students of public elementary, middle and high schools. We focus on the mathematics textbook assessments, describing their evolution and commenting on some of their accomplishments and problems. The first assessment was carried out for the 1997 school year and retained basically its initial formulation, with changes and improvements, til the assessment for the 2018 school year. As of now, the program is undergoing substantial changes which are briefly discussed and which worry many educators. This assessment was responsible for a definite improvement of mathematics textbooks for elementary, middle and high schools in Brazil. It constitutes a good example of a successful program, coordinated by competent persons from mathematics education, schools of education and mathematics departments of good universities, at first without political interference, and strongly backed by powerful officials in MEC. In the last few years, pressures from publishers and conservative groups have undermined the assessments, with possibly serious consequences.

From a broader project, this paper presents a synthesis of theoretical reflections and principles of basic practical procedures for teacher training, focusing on teaching and learning of reading and writing in High School in Brazil. We present a brief history of the academic production, after the redemocratization of the years 1980/90 and we comment some topics proposed by the public policies. We emphasize writing specificities as a technological instrument, decisive for reading and producing texts. Finally, we present two reading practices based on methodological procedures for the graphic treatment of texts. The goal is to put the reader in a position to understand the processes of text construction in the position of authorship. Such practices mobilize game senses that affect the reader in the relations of language with writing as a graphic interface and analytical instrument. Keywords: Reading, Writing; High school.