Vozes que narram a reforma do “novo ensino médio”: memória, trabalho e identidade na docência em sociologia

Abstract

The study is situated within the research line “Discourse, practices, ideas, and subjectivities in educational processes” of the Graduate Program in Education at the Federal University of Juiz de Fora (UFJF). It takes as its reference Law No. 13,415/2017, which instituted the High School Reform in Brazil—a topic already widely discussed in the field of Education and related areas. Developed from a superficial quantitative analysis, based on partial results from assessments such as IDEB and SAEB, the reform triggered profound structural changes in basic education. Among the various issues emerging from this scenario, this research highlights concerns related to teachers’ working conditions (Oliveira; Ribeiro, 2023), especially in the field of Sociology education (Oliveira, 2023). In this context, the dissertation aims to understand, from the narratives of Sociology teachers working in Juiz de Fora, Minas Gerais, their perceptions of the implementation of the new legislation in the State Education Network of Minas Gerais (REE-MG), considering the challenges, strategies, and adjustments that became necessary. This investigation is grounded in the understanding that teachers’ narratives constitute a powerful methodological device for revealing the meanings attributed to educational transformations (Cunha, 1997). To that end, the Narrative Interview approach (Jovchelovitch & Bauer, 2012) enables participants to reconstruct events from their professional trajectories and from the school contexts in which they work. The analysis of these teachers’ voices—professionals trained in the Social Sciences and responsible for teaching Sociology in the municipality—revealed two central axes: (1) the construction of teacher identity and the particularities of being a Sociology teacher in relation to other subjects; and (2) teachers’ working conditions and the processes of precarization intensified by the reform. By listening to these narratives, this dissertation not only seeks to understand the impacts of a controversial educational policy but also to recognize the power of teachers as subjects of memory, resistance, and meaning-making. Amid tensions and contradictions, their voices show that Sociology in school is not merely a curricular component; it is a space of symbolic struggle, professional affirmation, and daily reinvention.