Dos livros didáticos ao projeto de vida: as mudanças estruturais e pedagógicas no ensino médio na região do Baixo São Francisco/Sergipe

Abstract

This research investigates the recent structural changes in secondary education at a public school in the Lower São Francisco region, focusing on the Joana de Freitas Barbosa Center of Excellence (CEJFB) in Propriá/SE. The history of the school and the city provides the backdrop and context for understanding the profound changes that occurred in the formation of young students after the implementation of the New Secondary Education and its Life Project curriculum component. This collection explored several key topics, including the contrast between equity and the globalization of education in national public policies versus the regionalization of teaching and meaningful learning. It also examines the realistic and factual integration of Digital Information and Communication Technologies in a Lower São Francisco school. Methodologically, the research presents a qualitative, multipaper approach, divided into four studies with specific methodologies for each theme. It employs document analysis, participant observation, and interviews with teachers. The latter method aims to analyze teachers' perceptions of Integral Education and how the school is structuring itself as a multifaceted, interdisciplinary, and intercultural space, shedding light on the question: How have integrative projects contributed [or not] to the holistic development of students in the Lower São Francisco region? Additionally, the study explores the Life Project and related projects in textbooks approved by the Brazilian National Textbook Program (PNLD), assessing how these resources address the regionalization of education versus the globalization of educational policies and their impact on contemporary Sergipe youth formation. One article investigates the use of podcasts as a pedagogical and accessible tool, highlighting how these technological innovations can contribute to teaching and learning in Brazilian public schools. Another article examines the strengths and weaknesses of Science and Life Project textbooks and how their strengths can be leveraged to develop more meaningful and transformative pedagogical practices. The results emphasize the importance of holistic education and the integration of DICT to promote meaningful and contextualized learning, preparing students for contemporary challenges. The ongoing research concluded that the connection between theory and practice, as well as the appreciation of socio-emotional skills, are crucial for building an education that aligns with local realities and enhances the personal and social development of students in the Lower São Francisco region.