Casos de ensino no novo ensino médio: metamorfoses do meu percurso docente

Abstract

This research aims to analyze my career as a geography teacher at the Minas Gerais State Education Network, in the context of the implementation of the Secondary Education Reform (Law nº 13,415/2017). It is based on the theoretical and methodological assumptions of (auto)biographical research, using Teaching Cases as devices for analysis and investigation of the teaching trajectory from the perspective of research-training. Its research sources are the written production and socialization of Teaching Cases from a university extension project. The interpretation of research sources was carried out using Interpretive and Reflective Analysis, inspired by the studies of Souza (2014), Delory-Momberger (2016) and Mizukami (2002). It is supported by the studies of Mizukami (2002), Nono (2017), Duek (2016), Domingues (2014), Farias (2021) and Starling (2023), understanding Teaching Cases as a research-training device. Studies by Souza (2014), Passeggi (2011), Motta and Bragança (2019), in the field of (auto)biographical research, also support the research. Other authors, such as Roldão (2016), Tardif (2009), Nóvoa (2017), Núñes and Ramalho (2008), provided support in relation to discussions about teaching and didactics. The results revealed that the counter-reform of high school caused tensions in teaching, specifically in the choice of curricular contents to be taught, considering, among other factors, the reduction of teaching hours. Furthermore, the results indicate aspects that weaken the constitution of teaching identity, intensifying work in the school context and generating a feeling of “blame” and “responsibility”, weakening the process of professional development. As an educational resource, it presents an electronic journal containing the Teaching Cases analyzed during the study and which was produced with the aim of socializing the teaching career, which can be used in undergraduate classes and teacher training courses.