Ensino Médio: Atalho Para O Passado

Abstract

RESUMO: Este artigo analisa a reforma do Ensino Médio proposta pela Medida Provisória nº 746/2016, na perspectiva das políticas anteriores, tais como as expressas na Lei nº 5692/1971 e no Decreto nº 2208/1997: a fusão dos ramos curriculares (pela lei) ou sua distinção (pelo decreto) tinham como função a contenção da demanda de Ensino Superior. No caso da medida provisória, essa função deriva, também, de uma particular crise das instituições privadas de Ensino Superior, que tem levado a uma inédita centralização empresarial e concentração do capital.

Learning Strategies Assessment Scale for High School (EAVAP-EM)

“…Concerning the last objective, which was to investigate the use of learning strategies in the sample, it was found that students reported making more use of metacognitive strategies, followed by the absence of dysfunctional metacognitive strategies, and cognitive strategies, respectively. This result can be considered satisfactory, since, despite the difficulties encountered in high school and now evidenced in this study (Cunha, 2017;Ramalho et al, 2018), students in this sample still seemed to be able to reflect on their learning processes and, therefore, reported making use of more complex strategies, which involves monitoring and regulating their thinking (Dembo, 1994;Weinstein et al, 2011).…”

“…The aim of this study was not to judge the proposals presented here, since the curricular organization of high school is not the focus. However, it is important to highlight that, regardless of the teaching model offered, the teacher's actions should be aligned with the expectations, motivations, and learning processes of the students themselves, which, as mentioned, affect school performance and the development of more critical, reflective, and autonomous individuals to act in society (Boruchovitch, 1999;Cunha, 2017;Ramalho et al, 2018).…”

“…Therefore, as highlighted by Cunha (2017) and Ramalho et al (2018), high school in Brazil faces historical problems of access and permanence that reverberate on issues that go beyond the educational field, being also marked by political, cultural, and social problems in the country. This context provides researchers with the challenge of carrying out studies with both a deeper look at this level of schooling and which consider the teaching and learning processes inherent to this period.…”

“…The scarcity of studies focusing on high school reaffirms the issues highlighted by Cunha (2017) and Ramalho et al (2018) regarding identity problems arising from a late and unfinished democratization process that hinders propositional and affirmative actions for this age group. Supported by the conjectured theoretical conceptions, this study sought to examine the internal structure validity evidence and reliability of the adapted version of the Learning Strategies Assessment Scale for High School students (EAVAP-EM), using Confirmatory Factor Analysis (CFA) and by verification of its internal consistency.…”

A Reforma Do Ensino Médio Em Questão: Entre Falácias E Desafios

“…Em um contexto nacional de aprofundamento da crise econômica no país, em que diversas medidas de cunho neoliberal vêm sendo implementadas, uma nova organização do EM é proposta, não só ignorando esses problemas reais enfrentados cotidianamente pelas escolas brasileiras, mas também, propondo uma série de mudanças no mínimo, controversas. Essas mudanças podem representar um verdadeiro "atalho para o passado" (CUNHA, 2017, p. 373), em função da retomada da sua função de contenção de acesso ao Ensino Superior, assim como em reformas anteriores (CUNHA, 2017).…”