Políticas inovadoras para o ensino médio no Brasil: um estudo de caso do ProEMI

• Autor(a) principal: Bartolozzi Ferreira , Eliza
• Data de Publicação: 2021
• Outros Autores: Margotto Tartaglia, Leonara, Freire Bastos, Roberta
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
• DOI: 10.24109/2176-6681.rbep.102i262.4274
• Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4274
• topic: cognitive analysis of public policies; educational policies; high school; Innovative High School Program.; análisis cognitivo de políticas públicas; educación secundaria; políticas educativas; Programa Educación Secundaria Innovadora.; análise cognitiva de políticas públicas; ensino médio; políticas educacionais; Programa Ensino Médio Inovador.; Política para o ensino médio

This article aims to analyze the Innovative High School Program (ProEMI) in the state of Espírito Santo, on the period between 2012-2016. Our argument is that the implementation of educational policies by education systems are translated in various ways according to the educational and cultural reality of each institution. From the epistemological point of view, we work with the perspective of the cognitive analysis of public policies. We used a qualitative methodology, developed in five schools of the state network, with interviews, focus groups and a survey. The data collected revealed that the implementation of ProEMI occurred according to the reality of the educational system and of each school. The main results of the Program, according to the research subjects,  were: the  receivement of the financial resources;  its management  providing experiences to the teachers and their students not previously experienced by these subjects; new work relations and teaching-learning perspectives. This is not all that the Program has set out to do, but it is something new, symbolic and representative of state investment in the high school stage, a movement that nowadays is on the opposite side.