O novo ensino médio noturno: tentativas institucionais de controle da prática pedagógica

Abstract

This dissertation addresses the pedagogical practice of the new evening high school in the state of Paraná. The justification for choosing this topic is based on the author`s experience as a Mathematics teacher in the public evening education system of Paraná. The main objective is to identify the possible implications of the National Common Curricular Base (BNCC) on pedagogical practice. The specific objectives are to identify the documents related to the New High School (NEM) and highlight the potential implications of regulations on pedagogical practice. The research adopts a qualitative approach through document analysis. The data sources consist of guiding documents for lesson plans and pedagogical practices in the state of Paraná (norms, resolutions, ordinances, deliberations, Curricular References, and Formative Itineraries), as well as the areas of RCO+Aulas related to pedagogical practice. The results demonstrate that evening high school was neglected in the NEM in the state of Paraná. The unique realities of students attending school at night were not considered in the new Curricular References and Formative Intineraries of Paraná s educacion system. The research also reveals that internal and external determinants of pedagogical practice, such as teamwork and collaboration among teachers, the process of evaluating teaching and learning, the school and institutional environment, teaching strategies, estudentes word, schedules, socioeconomic, context, infrastructure, available resources, student motivation, fatigue, and family and community support, are increasingly challenging pedagogical practice in the classroom, especially in evening high school. For future studies, it is suggested to analyze the new documents published by the State Department of Education of Paraná (SEED/PR) to determine whether evening education will receive greater attention.