O impacto do novo ensino médio no ensino de quimíca: refletindo as experiências de estudantes e professores de quimíca de uma escola pública paraibana

Abstract

The New High School (NHS) is a reform initiative that remodulates the structure of high school education in Brazil, aiming to ensure educational quality in alignment with the current needs and challenges of the national education system. The initiative objective is to prepare students for the job market, promote holistic education, incorporate technologies and innovations into the curriculum, and allow students to choose their areas of interest. Furthermore, the reform emphasizes the value of socio-emotional education, citizenship education, and sustainability. This study aimed to analyze the impacts of the NHS on Chemistry education, based on the perspectives of students and teachers from a public school in Paraíba. The study used a qualitative approach, classified as descriptive in its objectives and characterized as a field study based on its technical procedures. The study was carried out in a public school in the city of Areia, Paraíba, with eight second-year high school students, selected for experiencing the NHS changes for a second consecutive year, and two Chemistry teachers from the same school. Data collection was collected through individual conversations with each participant to understand the impact of NHS on Chemistry education. The results were analyzed following content analysis procedures. The participants highlighted how students and teachers are experiencing the new NHS curriculum structure in public schools, with issues such as the reduction of Chemistry class hours, inadequate school infrastructure, and a lack of specific training on NEM being the most significant. This study indicates that the New High School system has faced considerable resistance from teachers, who are still struggling to adapt, and remains largely unfamiliar to students, who lack information about the objectives and benefits of the reform. To date, experiences with the new model have been limited, mainly due to the insufficient operational conditions provided to the school, undermining the effectiveness of the proposed changes.