Retrato do cenário interdisciplinar do ensino médio público no Portal do Sertão

• Ano de defesa: 2023
• Autor(a) principal: Silva, Jefferson de Souza
• Orientador(a): Aguiar, Willian Moura
• 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: Base Nacional Comum Curricular (BNCC); Novo Ensino Médio; Educação ambiental; Bahia
• Palavras-chave em Inglês: Common National Base of Education (BNCC); New High School; Environmental education; Bahia
• Área do conhecimento CNPq: EDUCACAO::CURRICULO; CIENCIAS HUMANAS::EDUCACAO; CIENCIAS BIOLOGICAS::ECOLOGIA; CIENCIAS EXATAS E DA TERRA
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1615

The need for change in the education system in the world has been an increasingly growing reality and evidenced by several countries such as Europeans and North Americans. This change is mainly due to the bias of interdisciplinarity, which has already arrived in Brazil. Nowadays, interdisciplinary work is a challenge, especially for teachers, due to their disciplinary training and working in a traditional teaching system. The New Secondary School (E.M.), linked to the New Common National Base of Education (BNCC), brings interdisciplinarity as an imperative proposal for change. Thus, the objective of this study was to know what obstacles exist in the current scenario for interdisciplinary articulation in New Secondary School of the Public State of Education Baiana no Território do Portal do Sertão. For this, the Survey methodology was applied through Google Form to a range of teachers belonging to the state network through a fixed link in WhatsApp. This work was approved by the ethical committee under number 60671522.80000.0053. The information obtained was analyzed with support from the literature, such as Carvalho, 2016; Fazenda, 2011, Lemann Foundation, 2020; Layrargues, 2012, Leff, 2011, Florentino, Rodrigues, 2015, Castilho, 2017, among others. With the analyzed data, it is detected that there is a great challenge for the implementation and execution of the New E.M in Bahia, listed by several obstacles that permeate from the school structure to teacher training. In addition, it served to highlight how much the New E.M in public schools can be harmful to student learning, especially in terms of Environmental Education.