A IMPLANTAÇÃO DO PROJETO NOVO ENSINO MÉDIO NAS ESCOLAS DA AUTORIA NO MUNICÍPIO DE AQUIDAUANA-MS: DESAFIOS DAS PRÁTICAS PEDAGÓGICAS EM GEOGRAFIA

Abstract

Brazilian education coexists with public policies, associated with intentions and efforts to implement and adapt educational programs in school institutions. In the context of the state of Mato Grosso do Sul and particularly in the municipality of Aquidauana, public education has been implementing the Full-Time Education program, specifically in schools of the State Education Network (REE), and the new high school. This study originated from investigating the implementation of the aforementioned program, specifically the strand, called “School of Authorship”, highlighting the process of organization of educational institutions in the municipality of Aquidauana and the impacts on the high school stage of basic education, especially in the geography curricular component, whose implementation of this modality of institutionalization of education in the local context, in Aquidauana, began in 2019 by the State Department of Education. This research was anchored in the methodology involving bibliographic, documentary and opinion research in order to address the studied theme covering theoretical references, in documents, institutions, normative instruments that address the guidelines concerning the study. The results indicate that comprehensive education is not responding to reversing the problems of education in the local reality, especially in high school, especially in the socioeconomic and cultural context, implementing technologies since the physical infrastructure of educational institutions, economic and human resources are ineffective and do not adequately correspond to the objectives proposed by the program as well as converting into social ascension for the social actors involved. The geography curricular component goes through complications that impact the effective training of the student, such as reducing the workload, time for teachers to fulfill the curricular reference and complementing the workload with training itineraries that do not correspond to the core teaching training that structures the professional's undergraduate degree in various school units.