Novo Ensino Médio: proposta didático-pedagógica para o componente curricular Estações dos Saberes VI- Ética e Meio Ambiente

• Ano de defesa: 2025
• Autor(a) principal: Silva, Jaiane Almeida da
• Orientador(a): Carmo, Maria Cláudia Silva do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Rede Nacional para Ensino das Ciências Ambientais
• Departamento: DEPARTAMENTO DE CIÊNCIAS EXATAS
• País: Brasil
• Palavras-chave em Português: Novo Ensino Médio; Estações dos Saberes; Educação Ambiental Crítica; Interdisciplinaridade
• Palavras-chave em Inglês: New High School; Knowledge Stations; Critical Environmental Education; Interdisciplinarity
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1923

This study analyzes the impacts of the implementation of the New High School, established by Law No. 13,415/2017, at the Colégio Estadual de Tempo Integral Professora Zenilda Fernandes, in Bahia, and investigates how the curricular component Estações dos Saberes VI – Ética e Meio Ambiente can contribute to the construction of a didactic-pedagogical proposal based on the perspective of Critical Environmental Education, which serves as a guideline for teachers who teach this component. The theoretical foundation is supported by authors such as Freire (2004), Leff (2011), Jacomini (2022), Loureiro and Layrargues (2013) and Dayrell, Carrano and Maia (2014). Studies and research on the reform of secondary education point to the strong influence of neoliberal logic, the weaknesses in student education and the challenges faced in teaching practice, especially in view of the reduction of the components of the National Common Core, recognized for their critical-reflective potential, and the expansion of the Diversified Part, without proper training for teachers who work with these new components. The research focuses on a qualitative approach, from the perspective of collaborative research and as a technique, the Conversation Circles with students and teachers of the School. The analyses reveal that the reform has generated, among students, a feeling of unpreparedness for external tests and the future. Among the teachers, it is observed that the syllabuses of the new components present thematic and content limitations, aggravated by the lack of specific training and guidance material, which makes lesson planning and pedagogical practice difficult. The information produced in the Conversation Circles contributed directly to the collective construction of a didactic-pedagogical proposal, articulating the demands of the collaborators with the foundations of Critical Environmental Education. As an educational product, this proposal was organized in E-book format with the objective of subsidizing the teaching work in the Stations of Knowledge VI component, strengthening the critical analysis of environmental issues and contributing to the emancipation of the students.