O new high school will have training more focused on entrepreneurship, scientific research, creative processes and sociocultural mediation and intervention. These are the axes that will guide the so-called training itineraries, that is, the activities that students will be able to choose.
The model should be implemented in public and private schools in the country by 2021.
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This means that, even in high school, students will be able, for example, to deepen their knowledge regarding the world of work and enterprise management.
In addition, students will leave school knowing how to mediate conflicts and propose solutions to socio-cultural and environmental issues and problems identified in their communities.
The axes that will serve as a reference for structuring the training itineraries are in an ordinance published this Friday (5th) by the Ministry of Education (MEC). The benchmarks were defined by past management of the folder and were already available on the internet since the end of last year. Now, the official publication has been made.
In the new high school, students from all over the country will have similar training, guided by the National Common Curricular Base (BNCC). In a high school with 5 hours of classes a day, this part will occupy 60% of the three years of training, the equivalent of just over a year and a half.
In the remaining time, students will be able to deepen their studies in itineraries in the areas of languages, mathematics, natural sciences, human sciences or technical education.
The references published last week will serve to guide the preparation of training itineraries. According to the text, each of the itineraries should address at least one of the structuring axes, and may even include all four.
In other words, a student who chooses to take a technical course in informatics, while still in high school, will be able to learn issues related to processes creative within the area itself, how to carry out a scientific investigation related to information technology and related subjects and how to undertake with what she learned.
“The intention is that from 2021, new high school classes will enter the networks, whether public or private, in a new high school, more in tune with the kids, with these young people who are now in school. This is very important”, said the former Secretary of Basic Education at MEC Kátia Smole, who coordinated the elaboration of the references.
The publication of the references was the missing step for the teaching networks to elaborate the secondary education curricula. In the public network, this will be up to the states, responsible for most of the supply of the teaching stage in the country.
“The common part [which should be based on the BNCC] is easier for us. We are organizing. Itineraries are things we've never done. The structuring axes will guide us so that we can write them”, highlighted the president of the State Council of Secretaries of Education (Consed), Cecília da Motta.
Each municipality must offer at least two training itineraries to students. In regular secondary education, up to 20% of classes may be distance learning and, in evening classes, up to 30% may be offered in this modality.
According to Cecília, the states will dialogue with the municipalities to verify the possibilities of supply in each location. The choice of itineraries will take into account, among other factors, the areas with the greatest employability in each city.
“There will be municipalities that will be able to offer two itineraries and others that will be able to offer more. Let's build slowly,” he added.
It is expected that all states will complete the development of curricula by the end of the year. Next year, teachers will be trained to work in the new model, which will arrive in classrooms in 2021.
The construction and implementation of the curricula are primarily up to the states, but it is up to the MEC to help the federative entities so that the new secondary education gets off the ground.
The National Council of Education (CNE), which was responsible for approving both the BNCC and the secondary school curriculum guidelines, also follows the process.
“We will follow up, support, so that this implementation can be successful in relation to what we it's standardized,” said CNE counselor Eduardo Deschamps, who chaired the BNCC commission on the council.
“The expectation is that, with the implementation of the new model, secondary education will make more sense and be more useful and suitable for young people, regardless of the path they want to follow.
If they want to go to university or the world of work, let it be a training that is more linked to the life project they have”, added Deschamps.
Last week, the MEC launched the Support Program for the Implementation of the National Common Curriculum Base, which foresees actions such as production of materials, courses and printing of documents for discussion and training of resumes.
In addition, the portfolio will offer scholarships for studies and research, considering budgetary and financial availability, to monitor the development of curricula and teacher training. With information from Agência Brasil.
