A implementação do Novo Ensino Médio Integrado em Pernambuco: percepções a partir da vivência dos estudantes de uma escola técnica estadual

Abstract

This dissertation analyzes students' perceptions regarding the implementation of the New Secondary Education Reform (Novo Ensino Médio), regulated by Law No. 13,415/2017, in a State Technical School (Escola Técnica Estadual) in Pernambuco, Brazil. The research adopts a qualitative, interpretative approach, grounded in the principles of historical-dialectical materialism. The methodological procedures included document analysis, the application of socioeconomic questionnaires, and focus group discussions with students from the 1st, 2nd, and 3rd years of the Integrated Secondary Education program. Data were analyzed using content analysis techniques (Bardin, 2016). The results indicate that, although students recognize Technical Schools as important spaces for social mobility, the implementation of the reform was marked by the exclusion of youth participation, restrictions on freedom of choice, the weakening of technical training, and the reduction of general education content. Furthermore, the research highlights the deepening of educational duality between public and private systems and the dissemination of a meritocratic and individualistic logic, which attributes educational and social failures to individuals, disregarding the structural inequalities that shape their trajectories. As an educational product derived from the research, a didactic sequence was developed to promote youth engagement and critical reflection on educational policies. The study reaffirms the urgent need for a Secondary Education model that integrates critical and omnilateral formation, committed to social justice and to the effective participation of students in the construction of the policies that directly affect them