Educação Integral e o Novo Ensino Médio: o que dizem os professores?

Abstract

The study aimed to compare teachers’ perceptions about their performance in the Comprehensive Education and New High School models. Based on theoretical frameworks on educational policies and teacher training, a descriptive qualitative approach was adopted, with focus group analysis. Teachers who worked in both educational models participated, and were analyzed using Descending Hierarchical Classification (DHC). The results highlighted convergences between the models, such as the focus on the development of cognitive and socio-emotional skills, but also identified significant challenges, such as the lack of infrastructure and resistance to change. Teachers reported potential in the curricular flexibility of the New High School and in the socio-emotional impact of Integral Education, but pointed out difficulties in adapting to new demands. The study concludes that both models have transformative potential, as long as they are supported by consistent public policies that promote continuing education and adequate resources.