O novo ensino médio: O que sobrou para biologia ?

Abstract

This study aims to analyze, based on teachers voices, the implementation of the New Secondary Education (NEM) and its implications for the Biology curriculum component, with an emphasis on claims related to pedagogical time. In this sense, we seek an answer to the following question: what is left for Biology with the implementation of NEM? The NEM was a proposal to change the high school model that was conceived in 2017, during a period of political effervescence in Brazil. Its implementation was rapid and abrupt, and the school community was not heard within an organized and systematic perspective of thinking about and planning the school curriculum. Analyzing the NEM based on teachers' discourses allows us to highlight the voice of a professional class. The study in question is a qualitative research using focus group and case study techniques, with methodological inspiration from Norman Fairclough's Critical Discourse Analysis to analyze teachers' discourses. We conducted a semi-structured interview to collect teachers' discourses and dialogued with the theoretical production already produced on the NEM and the discipline of Biology. Teachers' discourses bring claims that go against the neoliberal policy proposed by the NEM, in which claims related to the reduction in the number of hours of Biology classes emerge in a hegemonic manner. The study highlights the urgency of reviewing the implementation of the NEM, proposing the creation of a teaching model that seeks dialogue with education professionals. May the voices of teachers not be silenced nor may the discipline of Biology be marginalized in its temporal and curricular organization, with a view to thinking about the quality of training critical students and not just cheap labor for the job market.