As ações de resistência ao "Novo" Ensino Médio: do Conif aos Institutos Federais (2017-2021).
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| Title: | As ações de resistência ao "Novo" Ensino Médio: do Conif aos Institutos Federais (2017-2021). |
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| Alternate Title: | Actions of resistance to the "New" High School: from Conif to Federal Institutes (2017-2021). Acciones de resistencia a la "Nueva" Escuela Secundaria: del Conif a los Institutos Federales (2017-2021). |
| Authors: | Rubini, Fernanda Ribeiro1 ffernandaa6@gmail.com, de Souza, Silvana Aparecida2 sasouzaunioeste@hotmail.com |
| Source: | Roteiro. jan-dez2025, Vol. 50, p1-34. 34p. |
| Subject Terms: | *High school curriculum, *Education associations, *Education policy, *Educational change, *Interviewers, Historical materialism, Cross-cultural studies |
| Geographic Terms: | Brazil |
| Abstract (English): | This article analyzes how the Federal Institutes of Education, Science, and Technology in the southern region of Brazil organized resistance to the "New" High School, approved by Law no 13.415/2017. The research was based on historical-dialectical materialism as its theoretical and methodological foundation. It was conducted through Multiple Case Studies, for which one Federal Institute from each state in the southern region was selected, with the criterion being the one where the process of resistance development was most advanced (IFFar, IFC, IFPR). The data collection instruments used were the analysis of institutional documents aimed at strengthening Integrated High School education, as well as interviews with teachers and administrators. It was found that, with the implementation of the "New" High School and its impacts on the guidelines for offering Integrated High School education at the Federal Institutes, these institutions, supported by the National Council of Institutions of the Federal Network of Professional, Scientific, and Technological Education (Conif), carried out resistance actions. It was concluded that the researched Federal Institutes developed, between 2017 and 2021, resistance processes to the "New" High School, primarily based on the guidelines established by Conif, which acted as a collective intellectual force, challenging hegemonic elements present in policies for training workers at the high school level, while articulating and consolidating the interests and conceptions of the Federal Network and its institutions. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo analiza cómo los Institutos Federales de Educación, Ciencia y Tecnología de la región sur de Brasil organizaron resistencias frente a la "Nueva" Educación Secundaria, aprobada por la Ley n° 13.415/2017. La investigación se basó en el materialismo histórico dialéctico como fundamento teórico y metodológico. Se realizó a través de Estudios de Casos Múltiples, en los cuales se seleccionó un Instituto Federal por unidad federativa de la región sur, utilizando como criterio aquel en el que el proceso de desarrollo de la resistencia estaba más avanzado (IFFar, IFC, IFPR). Los instrumentos utilizados para la recolección de datos fueron el análisis de documentos institucionales enfocados en el fortalecimiento de la Educación Secundaria Integrada, además de entrevistas con docentes y gestores. Se verificó que con la implementación de la "Nueva" Educación Secundaria y los impactos en las orientaciones para la oferta de la Educación Secundaria Integrada en los Institutos Federales, estos, apoyados por el Consejo Nacional de las Instituciones de la Red Federal de Educación Profesional, Científica y Tecnológica (Conif), realizaron acciones de resistencia. Se concluyó que los Institutos Federales investigados desarrollaron, a lo largo del período comprendido entre 2017 y 2021, procesos de resistencia a la "Nueva" Educación Secundaria, basándose fundamentalmente en las orientaciones establecidas por el Conif, que actuó como un intelectual colectivo, cuestionando los elementos hegemónicos presentes en las políticas de formación de trabajadores a nivel medio, articulando y condensando los intereses y concepciones de la Red Federal y sus instituciones. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo analisa a forma como os Institutos Federais de Educação, Ciência e Tecnologia da região Sul do Brasil organizaram resistências frente ao "Novo Ensino Médio", aprovado pela Lei no 13.415/2017. A pesquisa pautou-se no materialismo histórico-dialético como fundamento teórico e metodológico. Foi realizada por meio de Estudos de Casos Múltiplos, para os quais foram selecionados um Instituto Federal por unidade federativa da região Sul, sendo utilizado como critério, aquele em que o processo de desenvolvimento da resistência se encontrava mais avançado (IFFar; IFC; IFPR). Os instrumentos utilizados na coleta de dados foram a análise de documentos institucionaisvoltados ao fortalecimento do Ensino Médio Integrado, além de entrevistas com docentes e gestores. Verificou-se que com a implementação do "Novo" Ensino Médio e os impactos nas orientações para a oferta do Ensino Médio Integrado nos Institutos Federais, estes, amparados pelo Conselho Nacional das Instituições da Rede Federal de Educação Profissional, Científica e Tecnológica - Conif, realizaram ações de resistência. Concluiu-se que os Institutos Federais pesquisados desenvolveram, ao longo do período compreendido entre 2017 e 2021, processos de resistência ao "Novo" Ensino Médio com base, fundamentalmente nas orientações estabelecidas pelo Conif, que atuou como intelectual coletivo, tensionando elementos hegemônicos presentes nas políticas de formação de trabalhadores em nível médio, articulando e condensando interesses e concepções da Rede Federal e suas instituições. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article analyzes how the Federal Institutes of Education, Science, and Technology in the southern region of Brazil organized resistance to the "New" High School, approved by Law no 13.415/2017. The research was based on historical-dialectical materialism as its theoretical and methodological foundation. It was conducted through Multiple Case Studies, for which one Federal Institute from each state in the southern region was selected, with the criterion being the one where the process of resistance development was most advanced (IFFar, IFC, IFPR). The data collection instruments used were the analysis of institutional documents aimed at strengthening Integrated High School education, as well as interviews with teachers and administrators. It was found that, with the implementation of the "New" High School and its impacts on the guidelines for offering Integrated High School education at the Federal Institutes, these institutions, supported by the National Council of Institutions of the Federal Network of Professional, Scientific, and Technological Education (Conif), carried out resistance actions. It was concluded that the researched Federal Institutes developed, between 2017 and 2021, resistance processes to the "New" High School, primarily based on the guidelines established by Conif, which acted as a collective intellectual force, challenging hegemonic elements present in policies for training workers at the high school level, while articulating and consolidating the interests and conceptions of the Federal Network and its institutions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01044311 |
| DOI: | 10.18593/r.v50.36501 |
