Implementação do Ensino Médio Gaúcho nas escolas estaduais de Pelotas: percepção dos professores de Educação Física e o im pacto na prática docente

Abstract

The present study aimed to investigate the impact on the teaching practices of Physical Education teachers following the implementation of the "Ensino Médio Gaúcho" (High School Reform in the state of Rio Grande do Sul) in the city of Pelotas. The purpose of high school extends to the development of the student as a human being. This objective indicates that the school should serve as an environment that values dialogue and the construction of non-violent solutions, through respect and the acceptance of oneself and others—viewing the school as an extension of students’ social reality, but above all, with a focus on respecting different lived realities and the social diversity present. Furthermore, the third stage of basic education, defined in Article 35 of the Law of Guidelines and Bases of National Education (Law No. 9.394/96), has for years undergone constant changes directed at educational policies. The most recent reform, and also the topic of this study, is the implementation of the New High School, referred to in the state of Rio Grande do Sul (RS) as “Ensino Médio Gaúcho”. The research was carried out in the municipality of Pelotas with high school teachers working in state public schools under the 5th Regional Education Coordination (5ª CRE). A semi structured interview was used for data collection. To guide the data analysis, Bardin's perspective was used, based on the elements that constitute content analysis. Initially, a pre-analysis was carried out, which, through a preliminary and exploratory reading of the interview materials, allowed for the definition of the research corpus. During the material exploration phase, recording units were identified, which resulted in common ideas and themes that stood out in the analyzed texts. Significant challenges in teaching practices were identified, especially in the face of the demands of the reform. The lack of specific training hindered the understanding and implementation of the new curricular structure, directly affecting the effectiveness of the teaching and learning process. Therefore, it is concluded that it is essential to ensure better conditions for schools so that the implementation of the new curriculum can be truly effective. This includes investments in teacher training, adequate infrastructure, and the appreciation of all curricular components, including Physical Education, whose role in students' holistic development and critical thinking must be recognized.