Escolas do Novo Saber – Lei 2.283/2017: o que revelam os indicadores de matrícula no EMTI/Amapá (2018-2024)?

Abstract

This dissertation addresses the relation between the implementation of Law 2,283/2017 (Amapá, 2017) and the decline in enrollment indicators in Full-Time High schools (EMTI), known as Escolas do Novo Saber (New Knowledge Schools) in Amapá/AP. The research problem focuses on the question: what do the educational enrollment indicators of EMTI schools in Amapá reveal, along with the perceptions of teachers and coordinators resulting from the implementation of the Full-Time School Program, later converted into State Law 2,283/2017? The main argument is that enrollment indicators show student rejection of EMTI, leading to a decline in enrollment in the schools involved and affecting the quality of education, requiring a reformulation of public policies adopted for secondary education (EM). The aim of the study is to analyze the perception of the subjects regarding the Escolas do Novo Saber in the state of Amapá, correlating this with the decline in enrollment numbers in EMTI schools. The theoretical-methodological framework is based on Karl Marx’s Historical-Dialectical Materialism, and the study draws on authors such as L. Althusser, A. Gramsci, P. Dardot and C. Laval, G. Frigotto, J. Moll, J. Libâneo, M. C. Minayo, and N. Fairclough, among others. A quantitative-qualitative approach is used to investigate the effects of legal changes in EMTI schools in Amapá (2018-2024), through documentary and field research, with analysis of data from the School Census and semi-structured interviews to assess the perception of educational actors regarding the new configuration of secondary education provided in Full-Time Schools. Among the results, it was evident that State Law 2,283/2017, in accordance with Federal Law 13,415/2017, establishes a challenging pedagogical model in view of local conditions, aggravated by socioeconomic and structural factors that have contributed to the decline in EMTI schools’ enrollments in the state of Amapá. It was concluded that there is a continuing need for a critical understanding of educational policies and their implications to provide more in-depth insights and reflections on the regulatory frameworks and challenges imposed on school communities in the face of the influence of global capitalism on education.