REFORMA DO ENSINO MÉDIO NO INTERIOR DE GOIÁS: IMPLEMENTAÇÃO DO ITINERÁRIO TÉCNICO-PROFISSIONAL E SUAS IMPLICAÇÕES NO TRABALHO DOCENTE E GESTÃO ESCOLAR

Abstract

This research focuses on the organization of Integrated Upper Secondary Education (Ensino Médio Integrado – EMI) with Vocational and Technological Education (Educação Profissional e Tecnológica – EPT) within the state education system of Goiás. Its objective is to analyze the implementation process of the Integrated Technical Course in Administration at a state public school located in the municipality of Nova Crixás, Goiás, as well as its main implications for everyday school life, particularly for the work of school management and teachers. The research problem guiding the study is to understand how the implementation of this educational provision took place and what implications have emerged in the context of the school under investigation. The object of study focuses on the policy for implementing Integrated Upper Secondary Education and its pedagogical, curricular, and organizational implications, considering the impacts of this educational modality on the work of education professionals. The analysis is situated within the context of recent educational reforms in Brazil, particularly those related to the National Common Curricular Base (Base Nacional Comum Curricular – BNCC) and the changes introduced by the so-called “New” Upper Secondary Education, drawing on concepts such as comprehensive human formation, polytechnic education, and the integration of basic and vocational education. Methodologically, the research is grounded in historical-dialectical materialism, drawing on the theoretical contributions of Ciavatta, Ramos, Saviani, Frigotto, Gramsci, Manacorda, Marx, and Mészáros, among others, and employs qualitative research procedures. Data were produced through the analysis of institutional documents and semi-structured interviews with pedagogical advisors from the Goiás State Department of Education (SEDUC/GO), members of the school management team, and teachers from both the general education and technical education components of the school under investigation. These procedures sought to understand different perspectives on the implementation process of Integrated Upper Secondary Education and its implications within the school context. The results indicate that, although the proposal for Integrated Upper Secondary Education is formally structured in the state education system’s curricular documents, its implementation in everyday school life still faces significant challenges. Among the main findings are difficulties related to curricular integration between general education and technical education components, weaknesses in collective planning, insufficient continuing education specifically focused on EMI, and the persistence of fragmented teaching practices. Furthermore, the implementation of the Fifth Training Pathway (Quinto Itinerário Formativo) has entailed changes in teachers’ work and school management, requiring new forms of organization of the pedagogical work and greater coordination among the actors involved. As an educational product, the study proposes the development of a formative handbook aimed at teachers and the school management team, with the purpose of presenting theoretical reflections and proposals for integrative teaching practices within the context of Integrated Upper Secondary Education. The material seeks to contribute to understanding the specific characteristics of the Fifth Training Pathway and to strengthening the integration between general education and vocational education, providing support for teaching and school management.