O novo ensino médio e os Itinerários Formativos (IF): um estudo do ponto de vista discente

Abstract

This research, entitled "The New High School and the Formative Itineraries: A Study from the Student Perspective", was developed within the scope of the Graduate Program in Education (PPGEDU) at the University of Caxias do Sul (UCS), in the research line Educational Processes, Language, Technology, and Inclusion. The Formative Itineraries (FI) of High School, implemented in the state of Rio Grande do Sul as part of the reform of the New High School (NEM), introduce significant modifications to the curricular structure, aiming to provide a more personalized education, allowing students to deepen their knowledge in areas of interest. Among the options offered, the Formative Itinerary in Culture and Digital Technology stands out, designed as a relevant initiative for developing essential digital and technological skills in the 21st century. In this context, this study aimed to understand the perception of students from a public school in the municipality of Caxias do Sul regarding the Formative Itinerary in Culture and Digital Technology and its contribution to student training. The theoretical framework adopted includes authors such as Barbosa and Kanashiro (2020), Kuenzer (2023), Castells (1999, 2002, 2015), Lévy (1993, 1999), and Ribeiro (2018), among others. The research methodology is characterized as qualitative, conducted through group interviews with 11 students, organized into two groups: the first composed of six participants and the second of five. Data analysis was carried out using Discursive Textual Analysis, as proposed by Moraes and Galiazzi (2007). Additionally, official state and federal documents were considered to support the investigation. The Discursive Textual Analysis allowed the identification of four emerging categories: Quality of Education and School Infrastructure; Teacher Training; Content Relevance for Professional Life; Adequacy and Flexibility of the Curriculum. The results highlighted significant challenges in the implementation of the Formative Itinerary in Culture and Digital Technology, including issues related to teaching quality, school infrastructure conditions, and teacher training. These aspects reflect obstacles that directly impact the effectiveness of the curricular proposal and the students' educational experience. [resumo fornecido pelo autor]