Law nº 13.415/2017 and the comprehensions of teachers at High School

Abstract

High School education has been the subject of numerous discussions in the 21st century, which culminated in a legally instituted reform in 2017, which has not yet been sufficiently understood by society, nor by the teachers who are central characters in its execution. It aims to understand how Law nº 13.415 / 2017 is understood by the teachers of the High School. Through the research of a qualitative approach, of the type of case study, the methodology of the Oral History was used to collect the teachers' narratives, which were interpreted through content analysis. In the results, three categories emerged: knowledge about Law nº 13.415/2017, comprehension about the reform of High School and teacher appreciation. It is argued that teachers had previous knowledge about the Law and that most considered it impositive and with many negative aspects: impoverishing the curriculum, overlapping areas of knowledge, devaluing teachers, making the precarious working conditions invisible, disregarding youthful desires and reality of the student worker, favoring the needs of the productive market to the detriment of critical training.