Implementação do novo Ensino Médio

This study presents the understandings of the teachers of a state school in the north of the State of Santa Catarina, which implemented the new legal prerogatives of High School, in 2021, offering in an integrated way the training itinerary in the professionalizing path of Administration and Data Science. These understandings were expressed during discussions held at teacher training and curriculum replanning meetings, which took place weekly at school, in the first quarter of 2022. Records of school unit minutes and in-service training activities were used to generate data. For data analysis, studies were based on the Policy Cycle approach by Ball, Maguire and Braun (2012; 2016; 2021) with input from Mainardes (2006; 2018) and Gandin (2020). The data were produced and collected in a documentary way from the reading of the protocol registered in the school archives, in which the different perspectives on the New High School curriculum expressed by the teachers were recorded. There are professionals who understand the NEM as a possibility for change, challenges and as a gateway to the job market, while another group of professors understand the NEM as something plastered to reinforce minority interests, fragile, divergent from reality and unstructured, the considerations of the latter group being reproduced more frequently among teachers.