Esvaziamento e superficialidade: o ensino de Zoologia no Novo Ensino Médio

Abstract

High School is the final phase of basic education and a phase full of challenges. In recent years, a reformulation based on Law 13,475/2017 has been implemented in High School, whose objective was supposedly to solve some problems of this phase through a more dynamic curriculum. However, some authors claim that the so-called New High School contributed to weaken learning while precarizing the existence of Biology and its knowledge, such as Zoology, in school curricula. zoology as school knowledge, traditional since the emergence of education in Brazil, may have been severely impacted. The objective of this work is to understand the impacts of the reform in this area of Biology from the perspective of education professionals who followed its implementation. As a guiding question for this work, we have “What are the perceptions of teachers of a public school about the impacts of New High School in the teaching of Zoology content?”. Through interviews, the two teachers reported their experiences in teaching Zoology content before and after the reform. The results, analyzed through a simplification of the content analysis method, point to a structure that precarized the teaching of content related to biodiversity, making it superficial or even absent. The combination of disciplines in areas and the reduction of the workload have been shown to be fundamental factors for the end of Zoology teaching. The reform is harmful to the teaching of biodiversity topics, weakening its presence in the curriculum.