Do ensino médio integrado ao "novo" ensino médio: as orientações do conif e o processo de resistência nos institutos federais de educação, ciência e tecnologia da região sul (2017-2021)

• Ano de defesa: 2023
• Autor(a) principal: Rubini, Fernanda Ribeiro
• Orientador(a): Souza, Silvana Aparecida de
• Banca de defesa: Martins, Fernando José , Martins, Suely Aparecida , Legnani, Andrea Marcia , Araújo, Ronaldo Marcos de Lima
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: “Novo” ensino médio; Lei no 13.415/2017; Ensino médio integrado; Educação profissional técnica de nível médio; Institutos federais
• Palavras-chave em Inglês: "New" high school; Law n. 13.415/2017; Integrated high school; High school technical professional education; Federal institutes
• Palavras-chave em Espanhol: “Nueva” escuela secundaria; Ley n° 13.415/2017; Escuela secundaria integrada; Escuela secundaria técnica profesional; Institutos federales
• Área do conhecimento CNPq: EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: https://tede.unioeste.br/handle/tede/6884

This research is located in the field of Educational Policies and the relations between Work-Education and presents an analysis of how the Federal Institutes of Education, Science and Technology of the Southern region of Brazil organized resistance to the High School Reform, approved by Law n. 13.415/2017. It was based on the hypothesis that in view of the "New" High School and the impacts on the guidelines for the offer of Integrated High School in Federal Institutes, these, supported by the National Council of Institutions of the Federal Network of Professional, Scientific and Technological Education - Conif, have carried out resistance actions. Thus, the thesis is pursued that Conif has acted as a collective intellectual guiding the resistance actions developed in the Federal Institutes, with a view to strengthening the offer of Integrated High School, however, such resistance is not exempt from the incorporation of elements of the hegemonic movement of reformulation of the "New" High School. The general objective of the research was to investigate the resistance actions of Federal Institutes in the southern region of the country against the determinations of the "New" High School, from 2017 to 2021, based on the guidelines of Conif for the Federal Network. The study was based on dialectical historical materialism as a theoretical and methodological foundation. It was carried out through Multiple Case Studies, for which one Federal Institute per federative unit of the Southern region was selected, being used as a criterion, the one in which the resistance development process was more advanced (IFFar; IFC; IFPR). The instruments used in data collection were the analysis of institutional documents aimed at strengthening Integrated High School, as well as interviews with teachers and managers. It is concluded that the Federal Institutes surveyed developed, over the period between 2017 and 2021, processes of resistance to the "New" High School based, fundamentally, on the guidelines established by Conif, which acted as a collective intellectual, tensioning hegemonic elements present in the policies of training of workers at the middle level, articulating and condensing interests and conceptions of the Federal Network and its institutions. By establishing organic, intentional and collective actions around the strengthening of Integrated High School, the Federal Institutes surveyed acted in the policy movement to build positional resistance within the State, contributing to the maintenance of Integrated High School and its assumptions and to the progressive construction of a counter-hegemonic formative proposal.