Currículos discrepantes, docentes confusos: uma análise metapragmática de discursos docentes sobre a implementação e a implantação do Novo Ensino Médio

Abstract

The implementation of the New Upper Secondary Education reform (Novo Ensino Médio – NEM) in the public school system of the state of Rio de Janeiro began in 2019 through the New Upper Secondary Education Program (SEEDUC, n.d.) and was deeply affected by the COVID-19 pandemic during its curricular implementation process. This study discusses the neoliberal curricular construction of Brazilian education (Saviani, 2021; Laval, 2019), specifically focusing on this public policy, as it seeks to understand the metacognitive (Nobre, 2024; Botelho et al., 2024) and metapragmatic (Signorini, 2017) strategies employed by participating teachers while experiencing the implementation of the NEM in a public school in the state of Rio de Janeiro, based on their own discourses. Through the development of a state-of-the-art review as bibliographic research (Ferreira, 2002) and the creation of meetings with exploratory potential (Miller et al., 2008), this study aims to understand teachers’ experiences regarding the implementation of the NEM within SEEDUC, the evaluations made by teachers in this context, and the practices adopted after their engagement in reflective processes. To this end, the study aligns with the paradigms of transdisciplinary Applied Linguistics proposed by Moita Lopes (2006), which emphasize continuous reflection as a means of better understanding practice. Additionally, the study dialogues with metacognition research, as “self-monitoring leaves identifiable linguistic traces” (Verschueren, 2000, p. 445), focusing on metapragmatics (Mertz; Yovel, 2003) to understand how teachers interpret the implementation carried out by SEEDUC-RJ. The results indicate that SEEDUC teachers demonstrate having received (1) insufficient preparation for the diversified curricular construction imposed by the NEM, (2) demands unrelated to their initial teacher education when assigned teaching hours, and (3) an imbalance in workload as established by school management, particularly regarding subjects within the diversified curriculum.