Reforms, Teaching and Curricular Violence: An Analysis from the "New High School" Reformas, Docência e Violência Curricular: Uma Análise a Partir Do “Novo Ensino Médio” Reformas, Docencia y Violencia Curricular: Un Análisis a Partir (original) (raw)

2021

Abstract

This article seeks to understand what is communicated in the narratives of teachers who work in two pilot schools of the federal government program created to implement the high school reform (Law 13,415/17) and in a private school that has been implementing the reform on an experimental basis. The analysis focuses on a conceptual perspective that aims to identify the violence that manifests itself in this new curriculum for the exercise of teaching. This is a qualitative research, based on the realization and analysis of three interviews with two teachers and a supervisor from three schools located in the state of Rio Grande do Sul. It is argued that the curriculum of the so-called New High School has produced different forms and manifestations of Curricular Violence and, for this reason, imposes obstacles to the exercise of teaching and human formation in a critical perspective.

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