High school: Challenges and possibilities after the National Common Curriculum Base (BNCC)

Abstract

This article aims to describe and reflect on the changes that have been impacting Brazilian education, with a view to establishing confluences between global public policies and the new guidelines for Brazilian High School (EM), due to the new National Common Curriculum Base (BNCC), approved in 2018. To do so, we will start from the analysis of the main documents that support the educational reforms, especially the New High School, which were initiated in the middle of the Covid-19 pandemic. In this sense, this research is qualitative, whose approach is based on an exploratory case study, in which we carried out a survey of the changes that occurred in LDB 9394/96, with a view to encompassing the changes in High School, in line with the other federal regulations and the possible reasons that triggered these changes. Thus, for data analysis, we are based on content analysis, through a broad scan of the documents to be explored. The results showed that both the continuing education of teachers and the implementation of the new changes in the new High School are occurring in a light way. The problems in this implementation are the lack of teachers qualified for the deepening courses, as well as the continuing education of teachers being carried out without adequate planning, in view of these changes in the structure of basic education.