"Novo” ensino médio na rede estadual do Rio de Janeiro: um olhar para a disciplina Química

Abstract

Educational policies, influenced by social movements, power relations and global demands, have assigned a regulatory function to the curriculum, subject to changes depending on the political scenario.􀀃This research aims to analyze the effects of the NEM on Chemistry teaching in the state of RJ, through the analysis of the Chemistry curriculum at FGB, the Curricular Matrix and the mapping of the offer of IFs related to Natural Sciences and their Technologies. And it is relevant, mainly to understand the impact of these guidelines on the teaching of Chemistry. It consisted of analyzing different official documents released by the State Department of Education and others published in the Official Gazette of Rio de Janeiro, as well as national legislation related to the NEM and data extracted from the Connection System. It is, therefore, a qualitative-quantitative research based on both documentary research and quantitative analysis of data collected from the Connection System.􀀃Analysis of the offer of NEM IFs, in the regular modality, reveals that 19.4% do not meet the minimum required by BNCC and state legislation, 24.4% meet the requirement and 56.1% offer above the established minimum. Regarding geographic distribution, 20.9% of schools offer Area Deepening IFs in CNT, covering 42 municipalities, with a concentration in Nova Iguaçu and Rio de Janeiro. Thematic Blocks related to CNT are offered by 27.9% of schools, distributed in 59 municipalities, highlighting Rio de Janeiro and Duque de Caxias. Considering both IFs and Thematic Blocks, the incidence reaches 45%, covering 71 municipalities. As an educational product, a proposal for an extension course was developed addressing the NEM from its proposal to its consolidation, as well as its impacts on the teaching of chemistry in the public school system of Rio de Janeiro. The research highlighted the challenges of a centralizing national curriculum policy, implemented quickly, with limited social participation and based on the development of skills and abilities, which seeks to reconcile local demands and national assessments, configuring itself as a complex and exclusionary process, especially in the structural organization of schools and the limitation of student choices.