A participação docente na nova reforma do ensino médio

Abstract

The present article has as main theme the analysis of the relations which are found in the educational and scholar administration process, as well as the importance of these relations’ agents’ (specially professors) participation, which should be clear, democratic e therefore, socially worthy. This study is focused mainly in the new Brazilian high school reform, formally introduced as Provisional Measure 746/2016, and later transformed into Law 13.415/2017. As the research object, this study carries the Pilar (countryside town in São Paulo) public professors’ true knowledge and involvement in this process. The methodological way used in the present study is qualitative and has bibliographic research and study about the law mentioned, as well as about educational public politics involved in the process of elaboration and establishment of the law. The study has also a field research which took place in public schools and was answered by its professors. The results given so far show that in the process of elaboration and establishment of this new law, the policymakers and the executors took distance from the democratic and collaborative administration processes which are proposed by professors and by Brazilian Education thinkers and specialists, such as Paro, Veiga, Frigotto and Freitas, whom were also the main theoretical references of the research presented here.