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Law No. 13,415; Secondary Education Counter-Reform; Federal Institutes.
This thesis aims to analyze the counter-reform of Secondary Education (Law No. 13,415/2017) and its relationships with Integrated Secondary Education developed in Federal Institutes of the Northeast region of Brazil. For the theoretical-methodological approach, we used exploratory and bibliographic research, document analysis, and conducted interviews guided by socio-critical thought. The temporal delimitation of this research covers the first two decades of the 21st century. This work is grounded on authors such as Ramos (2012), Frigotto (2017), Silva (2018), Ferreti (2018), Moura and Lima Filho (2017), and Kuenzer (2017). To capture the movements of reality, we analyzed the Pedagogical Course Projects (PPC) of Integrated Secondary Education (EMI) in Informatics that underwent modifications after 2017 and integrated courses in Informatics created after 2017. Our study identified that the counter-reform of Secondary Education (Law No. 13,415/2017) has strained the provision of Integrated Secondary Education developed in Federal Institutes of the Northeast region, with a movement to reduce the workload of basic general education, especially in the area of humanities, moving away from comprehensive human education with a horizon towards polytechnic education.