ITINERÁRIOS FORMATIVOS E ENSINO DE HISTÓRIA NO NOVO ENSINO MÉDIO: UMA ANÁLISE DAS TENSÕES ENTRE NORMATIZAÇÃO CURRICULAR E PRÁTICA DOCENTE EM ESCOLAS PÚBLICAS DE MATO GROSSO DO SUL

Abstract

This article analyzes the impacts of the New High School reform (Novo Ensino Médio) on curriculum organization and the teaching of History within the Humanities area, based on experiences developed through the Institutional Scholarship Program for Teaching Initiation (PIBID) and the Supervised Teaching Internship in two public schools in the state of Mato Grosso do Sul, Brazil. Grounded in the analysis of the National Common Curricular Base (BNCC) and state regulations, the study discusses the redistribution of instructional time between General Basic Education and Learning Pathways (Itinerários Formativos), emphasizing the reduction of time allocated to History as a subject. This qualitative, descriptive-analytical research is based on participant observation. The findings indicate that reduced instructional time and curricular fragmentation hinder in-depth content development, source analysis, and the consolidation of critical historical thinking. The study concludes that the curricular flexibility proposed by the reform generates tensions that affect students’ general education and the disciplinary identity of History.