A IMPLEMENTAÇÃO DA REFORMA DO ENSINO MÉDIO E SUAS IMPLICAÇÕES PARA A FORMAÇÃO E O TRABALHO DOCENTE NA REDE ESTADUAL DE GOIÁS: O CASO DO ITINERÁRIO TÉCNICO-PROFISSIONAL

Abstract

This study aimed to analyze the impacts of the "New" High School curriculum on teacher training, drawing on an investigation into the implementation of the Technical and Professional Training pathway at a state school located in Goiânia, Goiás, Brazil. Teacher training has constituted a central issue across different historical periods, particularly due to its relationship with student learning and the quality of education. In the current context, the High School Reform (Law No. 13.415/2017, as amended by Law No. 14.945/2024) has reignited discussions concerning teacher training for integrated high school education, particularly in light of the need to articulate general and technical education and the recognition of professional expertise as a possible qualification for teaching practice. Grounded in an understanding of the "New" High School curriculum as an expression of the contradictions inherent in Brazilian reality and the historical duality of education, this qualitative research was conducted from a case study perspective. Data were collected through semi-structured interviews with teachers involved in the implementation of the Technical and Professional Training pathway and with members of the management team of the school investigated. Data analysis was grounded in the contributions of authors such as Ciavatta (2005), Chauí (2020), Della Fonte (2018), Ramos (2008), Frigotto (2011), Moura (2007), and Machado (2021), among others who address the issues examined in this study. The analysis of the interviews, in dialogue with the relevant literature, revealed gaps in teacher training for professionals working within the Technical and Professional Training pathway, highlighting the absence of structured policies for continuing teacher training in Professional and Technological Education. As an educational product, this study presents a training booklet developed from the experiences of teachers directly involved in the implementation of the "New" High School in the school context. The material seeks to critically examine the impacts of this reform on teacher training and to understand the extent to which these changes have or have not promoted professional development processes for teachers working within the Technical and Professional Training pathway.