Disciplinas eletivas no ensino médio: o que pensam os professores?

Abstract

Over the past few decades, education in Brazil has undergone several transformations that directly impact the way content is taught to students. These changes are a reflection of the underlying political context and largely mirror the characteristics of the times in which they occur. The Law of Guidelines and Bases of Education (LDB) of 1961, the country's main educational law, granted greater autonomy to state agencies and established the creation of State and Federal Education Councils. Its text underwent several changes according to the political interests of the time. In 1996, the LDB text was reformulated with the principle of guaranteeing universal right to education and subsequently underwent various modifications to align teaching with social practices, including inclusions, exclusions, and other alterations. This present work aims to explore elective subjects, which were added by Law No. 13,415/2017, which modified the LDB, making it more flexible and diversified, with a basic general education and a diversified education with formative routes. This change has altered the dynamics of the school environment by introducing a more comprehensive curriculum aimed at contextualizing the knowledge imparted to students. The objective of this work is to identify the challenges faced by biology teachers in public high schools in Ceará regarding the implementation of elective subjects, which are part of the formative route. To this end, qualitative research was conducted using an online electronic form and content analysis methodology to examine the collected data. Based on the responses, it is concluded that, for the teachers, the challenges of teaching elective subjects in general were related to planning time and the limitation of resources provided by institutional support.