A HISTORICAL VIEW ON HIGH SCHOOL EDUCATION IN BRAZIL AND THE PROCESS OF IMPLEMENTING THE NEW HIGH SCHOOL EDUCATION IN THE STATE OF CEARÁ

Abstract

The challenge of implementing the New Secondary Education in Brazilian public schools goes through the history of Education in Brazil, from basic and fundamental education to the forms and modes of secondary education. In this sense, this article initially discusses a selection of socio-historical and socio-cultural facts regarding education in Brazil. “How”, “when” and “with what intention” the common working population was inserted in the universe of secondary education were issues considered important in this review. Saviane (2008); Gonçalves (2005); Carvalho (2008); Menezes (2001); Barbosa (2001); Silva (2010); Medina and Wasserman (2020) Brazil (2013); Brazil (2017); Brazil (2020); Brasil (2021) and Ceará State Department of Education (2021) were important sources used for this purpose. In the context of the New Secondary School, considerations were made about the numerous criticisms made about the way in which the new model of secondary education was established in Brazil. The failure to hold debates with the educational community and the society that is the Brazilian people is one of the crucial points of criticism of the institution of the New Secondary School. The fact is that schools, teachers, students and other actors in society were not consulted and prepared for such an impactful change in Brazilian Education. Many consider that the New Secondary School came to further promote social inequalities, since the public network is the one that suffers the most impact from changes of this nature. It is expected that discussion instruments such as debates, among others, can collaborate in ways to benefit the public school in the context of the reform of the New Secondary School, since most state networks are in an advanced stage of implementing the changes.