Tensions and impasses in the High School Reform: the school implementation of the Base Curriculum for High School in the Santa Catarina Territory from the perspective of History teachers

Abstract

The article is an excerpt from the dissertation entitled “Reinventions of the curriculum in neoliberalism: the teaching of History in the transition to the New High School (Lages. SC: 2017-2022)”. We specifically address the experience of History teachers in the school implementation of the Base Curriculum for High School in the Santa Catarina Territory (CBEMTC), in three schools in the city of Lages, SC, within the time frame of 2022, the year of implementation of the New High School in Brazil. The objective of the investigation was to recognize the tensions surrounding the definition of the History curriculum to be taught in High School during the BNCC implementation process and the use of notebooks from the Base Curriculum for High School in Santa Catarina Territory by History teachers. To construct this work, we used the qualitative content analysis method (Flick, 2009), developed in the analysis of notebooks and semi-structured interviews. In this way, we analyze the narratives of teachers of the History curricular component about their experiences during the first year of implementation of the New High School. Data analysis allowed us to consider that the BNCC regulates the curricular organization of the Brazilian educational system, acting in a comprehensive manner. However, the changes proposed at the base are not in line with the wishes of students, teachers and parents, as they did not overcome the deficiencies identified within public schools and highlighted by CBEMTC, as evidenced in this research.