Sociologia e novo ensino médio: os impactos do novo ensino médio para a sociologia e seu futuro professor

Abstract

Under the New High School framework established by Law 13.415/2017, the educational landscape reveals a scenario where certain subjects are deemed mandatory while others are relegated to the background—as is the case with subjects in the Humanities and Applied Social Sciences area, which includes Sociology. In light of this, the present study seeks to understand the impact of the New High School model on Sociology and its future teachers, while also discussing the consequences for students, particularly those from working-class backgrounds. Our methodology employs qualitative research—specifically narrative inquiry and semi-structured interviews—using content analysis to achieve our objectives. Our participants were Social Sciences graduates who had already completed their supervised teaching internships at the high school level. This study allowed us to observe yet another cycle of devaluation affecting both the Sociology subject and the professionals who teach it. Furthermore, we highlight the detrimental effects—both current and anticipated—resulting from the implementation of the New High School model in Brazilian schools, institutions that have historically contended with inequality.