Políticas educacionais para o Ensino Médio: olhares transversais sobre Minas Gerais e Piauí

Abstract

The assumptions that guided this work problematized the collapses of the democratization of educational provision based on the relational dimensions between the rise of the neoliberal matrix in the social fabric and the exclusionary processes of schooling for impoverished young people, who, as a consequence, are deprived of both material and social goods, such as school education. From this perspective, the book is divided into four parts. The first consists of the methodological discussion, with an article that discusses the investigative aspects related to high school education based on educational indicators, entitled Methodological paths – research path and procedures. The second part consists of three chapters: chapter two, Mutations of the contemporary State and erosion of rights; and chapter three, Configurations of Brazilian high school education in the present time. Chapter four, entitled Public-private relations in the reform of high school education through the BNCC. Also in the second part, two chapters deal with Cross-sectional views on secondary education in the reality of Minas Gerais and Piauí, based on the analysis and discussion of data from the national survey developed in the state network of Minas Gerais and Piauí, also highlighting the educational context of secondary education in the cities of Uberlândia (MG) and Picos (PI). In this regard, chapter five discusses secondary education in the reality of Minas Gerais: obstacles and advances in guaranteeing the right to education. Next, the sixth chapter portrays secondary education in the reality of Piauí: obstacles and advances in guaranteeing the right to education. Chapter seven, on secondary education indicators. The fourth part contains chapter eight, named Voices of the subjects of education, authored by Maria Vieira Silva (FACED/Polis/UFU), in which the discussion of the research results is promoted, with emphasis on the data presented throughout this book, such as the results of the research on secondary education in Minas Gerais and Piauí, in relation to the democratization of access “to schooling for poor adolescents and young people: if on the one hand, we have obtained significant achievements in relation to access, on the other hand, permanence and success in school continue to be challenges for the principles of inclusion and democratization” (VIEIRA, 2021, our emphasis).