O novo ensino médio e a proposta interdisciplinar: o uso dos livros didáticos em uma escola da Zona da Mata mineira

Abstract

The present study aims to investigate the difficulties faced by the pedagogical team of a school within the State Education Network of Minas Gerais regarding the use of interdisciplinary textbooks implemented for the New High School model. It explores the changes in Brazilian secondary education, particularly following Law 13.415/2017, narrowing the research scope to the proposals implemented in Minas Gerais. Throughout my professional journey as an educator, challenges and issues related to the use of these teaching materials have been observed, prompting an investigation into the difficulties experienced by the pedagogical team at the school under study. Data collection was conducted through a qualitative approach, involving interviews with the school’s supervisory team and questionnaires administered to teachers working within the New High School model, with an emphasis on interdisciplinarity and the influence of the textbooks on their pedagogical practices. This enabled discussions on the real experiences observed within the school. The obstacles identified in implementing interdisciplinary work in light of the current proposals include issues such as the lack of teacher training opportunities during the academic year, limited familiarity with the textbooks provided for high school education, and the ineffectiveness of the content presented in these materials. These factors contribute to the absence of interdisciplinary practices in students’ daily school life. The theoretical frameworks used to support this study facilitated a discussion between the observed practices and the emerging proposals of this new model. This led to the development of an Educational Action Plan aimed at mitigating or even resolving the challenges identified by the teaching staff in response to the changes introduced. The study addresses educational policies, curricular reforms, and methodological proposals related to high school education, highlighting the importance of continuous teacher training and the adaptation of textbooks to different school realities.