A EDUCAÇÃO BÁSICA DO CAMPO NO CONTEXTO DO NOVO ENSINO MÉDIO

Abstract

Educational policies integrate fields of dispute for the institution of a given corporate project, the current High School reform (Law 13.415/2017) can be pointed out as an emblematic example of this conflict around emancipatory educational proposals or maintainers of the status quo. In this sense, the present work aims to problematize the implications of this reform for basic education in the rural areas, evidencing its incidence in pedagogical work, curricular constitution and student education directed to rural contexts. To support this research, the Law 13.415/2017, BNCC-High School, the Implementation Guide of the new High School, the Curricular References for the Elaboration of Training Itineraries and Resolution No. 3 of 2018 that updates the DCNEM were consulted. The analysis was based on categories and concepts adopted by researchers of social sciences and education in order to problematize these documents and the political and social conjuncture of this Reform. It was possible to conclude that this High School Reform contributes to decrease the socio-educational inequalities by disregarding the assumptions shared by the field education paradigm.