Título:	A oferta de itinerários formativos no novo Ensino Médio em redes de ensino públicas do Acre, Ceará e do Distrito Federal : reflexões curriculares
Autor(es):	Moulin, Maria Alessandra Lima
Orientador(es):	Silva, Edileuza Fernandes da
Assunto:	Novo Ensino Médio Base Nacional Comum Curricular (BNCC) Educação pública Reconfiguração curricular
Data de publicação:	14-Out-2025
Data de defesa:	9-Mai-2025
Referência:	MOULIN, Maria Alessandra Lima. A oferta de itinerários formativos no novo Ensino Médio em redes de ensino públicas do Acre, Ceará e do Distrito Federal: reflexões curriculares. 2025. 233 f., il. Tese (Doutorado em Educação) — Universidade de Brasília, Brasília, 2025.
Abstract:	The implementation of the National Common Curricular Base (BNCC) in 2017 and the subsequent High School Reform (2018) have sparked intense debates in Brazilian society and academic community. This research was developed by the Study and Research Group on Teaching Work, Didactics, and Organization of Pedagogical Work – Prodocência, within the Graduate Program of the School of Education at the University of Brasília (UnB), under the Teaching Profession, Curriculum, and Assessment (PDCA) Research Line, between 2021 and 2024. The study was guided by the central question: how were Formative Itineraries (FI) incorporated into the high school curricular proposals of public education systems in Acre, Ceará, and the Federal District. The general objective was to analyze how the FI in the New High School Model (NEM) were developed in these states/FD, from which the following specific objectives emerged: a) to investigate the curricular prescriptions from the education departments of Acre, Ceará, and the Federal District for FI in the NEM; b) to understand how education departments and regional education offices guide, monitor, and evaluate the provision of FI by public schools; c) to identify the criteria used by education systems in choosing FI and their repercussions on curricular restructuring; d) to discuss the meanings attributed by educational administrators to FI and their implications for school work organization; e) to understand how itineraries are offered considering regional, cultural, social, economic, and educational specificities. The thesis maintains that the implementation of the Base and the structuring of FI were permeated by complex and contradictory challenges, considering tensions regarding their foundations, objectives, feasibility, and viability; revealing a gap between educational theory and practice in the studied contexts. Methodologically, this qualitative research employed a multiple case study approach (Yin, 2015), grounded in Historical-Dialectical Materialism (Netto, 2011). Data were collected through document analysis, questionnaires, and interviews with educational administrators from the capitals Rio Branco, Fortaleza, and the Federal District. Data reading and organization utilized the Meaning Core procedure (Aguiar; Ozella, 2006), generating four categories of analysis: philosophical and epistemological perspectives; external determinations in teaching work; curricular reorganization; and challenges faced by educational systems. Results revealed: a) that FI, presented as curricular innovation, are strongly influenced by external determinations, compromising teacher autonomy and educational quality; b) despite the flexibility proposal, implementation faces significant structural and logistical barriers; c) the NEM model presents implications such as the acceleration of youth education and reinforcement of social disparities through dual education; d) there is political intentionality in Brazilian high school inequalities, manifested through the adoption of market-oriented competency-based education and the expropriation of teaching work; e) the deliberate project of maintaining the status quo promotes fragmented education, especially for disadvantaged classes, under the pretext of the need for early technical training; f) changes in legislation at the end of 2024, including the reduction of minimum hours for FI, did not substantially alter the model's structural problems. Therefore, this study advocates for the complete revocation of the NEM and the construction of a truly inclusive and comprehensive educational project that meets the country's social and regional demands, overcoming the perspective of isolated curricular reforms as a solution for quality education of Brazilian youth.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Tese (doutorado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2025.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
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