“Novo” Ensino Médio: o que revelam os casos de ensino produzidos e socializados por uma professora de Matemática

Abstract

In this article, we present an excerpt from post-doctoral research based on (auto)biographical research, which uses Teaching Cases to produce research sources. We seek to discuss the obstacles and moments of resistance experienced by one of the teachers, participants in the research, who works in teaching Mathematics in the Minas Gerais State Network in the face of the process of implementing the New High School and the socialization of her report in the collective of teachers. Data analysis will be interpretative-comprehensive, according to the studies by Souza (2014). The results indicate that the implementation of the “New” High School generated disruptions in the way the teachers participating in the research worked, making emancipatory pedagogical practices difficult.