Trajetória do direito à formação humana integral na rede pública estadual: percalços e possibilidades da oferta do currículo integrado do ensino médio com a educação profissional no Espírito Santo
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Data
2025-09-24
Autores
Gaspar, Ronan Salomão
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Universidade Federal do Espírito Santo
Resumo
This study analyzes the trajectory of the right to comprehensive human development in the state public school system, highlighting the obstacles and possibilities of offering an integrated high school curriculum with vocational education in Espírito Santo. Adopting the perspective of the right to education and omnilateral human development, we investigate the historical process outlined by the ebbs and flows of the right to comprehensive human development, constituted by the provision of a curricular format that in some way associated and linked high school (EM) and secondary technical vocational education (EPTNM), configuring integrated high school (EMI). Our methodological approach ranges from a national and local bibliographical and documentary-legal-curricular review to a historical reconstruction of the advances and setbacks of EMI provision experiences in Espírito Santo. We also address case studies in which the educational provision experience most closely resembled EMI in state schools, including an analysis of recent times. The research, grounded in historical-dialectical materialism, developed in four complementary movements: 1) mapping the flow and indicators of secondary education provision in Brazil and Espírito Santo; 2) a historical analysis of educational policies and reforms and their consequences in the state; 3) surveying and characterizing distinct experiences of secondary education provision in Espírito Santo, exemplified by cases of resistance, dropout, and integration efforts; and 4) studying the impacts of the New Espírito Santo Secondary Education (NEMC) on youth education, with a focus on secondary education. The data indicate that historical and current secondary and vocational education policies have led to a convergence of a set of actions that are relevant to the state's public school provision: a) extending the daily school day (the Escola Viva Program and the current policy of expanding single-shift units); b) they undermine the density of the high school curriculum, dissociated from EPT (implementation – early and current – before, during, and after Law No. 13415-2017 and with the reform of the reform with Law No. 14945-2024); c) privatization of EPT provision through the Sedu scholarship program (currently a technical scholarship); and d) abandonment and depletion of experiences of public provision of EPT for high school (such as MEPES, Arnulpho Mattos School, and CEIERs). In the current context, the right to comprehensive human development is systematically denied. The implementation of the NEMC deepened the historical duality, materializing in curricular fragmentation, with the drastic reduction of Basic General Education and the suppression of fundamental subjects; in chronic structural precariousness, with a lack of infrastructure, laboratories, and effective teachers; in the outsourcing of supply as a State policy, via partnerships with institutions such as SENAI and the Unibanco Institute, emptying the public character of professional education; in authoritarianism in management and devaluation of teachers, with the imposition of a curriculum alien to the school reality.
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Direito à Educação , Ensino médio integrado , Reforma do ensino
médio , Novo ensino médio capixaba , Formação humana integral , Right to education , Integrated high school , High school reform , New capixaba high school , Integral human education