Olhares docentes sobre as repercussões do “Novo” Ensino Médio nos livros didáticos do PNLD: um estudo de caso

This dissertation aimed to examine the potential implications of the introduction of the "new" high school in the textbooks distributed by the National Textbook and Teaching Material Program (PNLD) from the perspective of educators in the Language department at the Federal Institute of Education and Technology of Minas Gerais (IFMG). In order to gain a deeper understanding of this issue, we have posed the following question: how has the implementation of the "new" high school in the textbooks distributed by the PNLD affected the teaching of IFMG teachers in the area of languages, specifically in relation to the Portuguese language component? In order to address this issue, we have drawn upon the insights of authors who have engaged with the implementation of the National Common Curriculum Base (BNCC) in PNLD textbooks, curriculum and EFA, to consider the discussions on the "new" high school from Moehlecke (2012). Methodologically, we chose to carry out a case study from a qualitative perspective. The results of the study suggest that the new structure of secondary education may have had some impact on Portuguese language textbooks. This is evident in the organization and distribution of content (from specific curricular components to disciplines that make up areas of knowledge, in this case Language and its Technologies), in the notable reduction in the number of pages in the books compared to the 2018 PNLD, and above all in the pedagogical approach that is influenced by the ideological stance present in public education policies implemented in Brazil in the 1990s. It is perhaps to be expected that a reduction in content will result in a more superficial approach to topics, which may not fully meet the needs of students in terms of language skills development. Furthermore, condensing the entire syllabus into a single volume could potentially present challenges in terms of organizing content and sequencing topics, which might in turn affect the teaching-learning process. It is also worth noting that the PNLD textbooks, which fall under the BNCC umbrella, may inadvertently encourage students to internalize a sense of personal responsibility for their future success or failure. Additionally, the curriculum may subtly convey implicit messages that align with the demands of the job market. Through analysis of the interviews, it became evident that the participating teachers utilize their own materials in the classroom, complementing the textbook. With regard to the "new" high school, they respectfully suggest that the new division of the workload between basic education content and training itineraries could be improved. The participants were also in agreement about the value of the textbook guide. As a result of this research, we have created an e-book entitled "Orientações e Estratégias para a Escolha do Livro Didático: um olhar a partir da pedagogia histórico-crítica" (Guidelines and Strategies for Choosing Textbooks: a look from historical-critical pedagogy). It is our hope that this e-book will serve as a helpful resource for those seeking guidance on how to choose textbooks. We hope that this material will be useful to teachers, managers, and other educators. It aims to contribute to a better understanding of the role of textbooks in the educational process and to provide practical guidance for their selection in schools.