Percepção dos professores sobre o impacto do novo ensino médio no ensino de biologia em escolas de tempo integral de Piranhas (AL)

Abstract

This dissertation focuses on Biology Teaching within the context of the New High School (Novo Ensino Médio), discussing its challenges, tensions, and possibilities based on educational policies and pedagogical practices experienced in schools. The study aims to identify the limitations and possibilities brought by curricular reforms in the field of Natural Sciences, as well as Biology teachers’ conceptions regarding the implementation of the New High School, contributing to the strengthening of the dialogue on the relevance of these teachers' perceptions about curricular reforms, their impacts on pedagogical practices, and the role of these professionals in the current educational scenario. The work is structured around a bibliographic framework and three scientific articles, which complement and dialogue with each other. The studies discuss the implications of implementing the New High School and the BNCC (National Common Curricular Base) for Basic Education, the training of Biology teachers in light of new curricular demands, changes in teaching practices and the organization of pedagogical work, as well as teachers' conceptions about transformations in the Biology curriculum component, highlighting challenges, tensions, and possibilities. The research adopts a qualitative approach and was conducted through semi-structured interviews with four teachers from the public full-time school system in the municipality of Piranhas, Alagoas. The interviews were carried out individually, by prior scheduling, following a common script, and participants signed the Informed Consent Form. All interviews were recorded and later transcribed for analysis. The data collection instrument underwent a validation process, allowing adjustments to its structure. Based on the collected data, organization, analysis, and interpretation were carried out, enabling categorization according to previously established analytical categories. Additionally, this study was submitted to and approved by the Research Ethics Committee involving Human Beings, under opinion no. 7,279,683, CAAE no. 84261924.1.0000.5546, in compliance with Resolution no. 510/2016 of the National Health Council. The results indicate that the implementation of the New High School occurs within a context marked by structural, formative, and institutional weaknesses, characterized by a lack of adequate support, reduced workload, and scarcity of resources. Although the proposal presents potentialities related to curricular flexibility, interdisciplinarity, and methodological diversification, a mismatch between the prescribed curriculum and pedagogical practice is observed. This scenario directly impacts teaching planning, intensifies teachers' workload, and contributes to individual accountability in the face of structural gaps. As a consequence, there is a superficialization of content, a weakening of scientific education—especially in Biology teaching—and a compromise in the quality of the educational process, which may also deepen inequalities in access to knowledge. It is concluded that the challenges faced are also political in nature, requiring the defense of public education as a right and of a critical, scientific, and socially committed Biology teaching.