“NOVO ENSINO MEDIO” AS PERSISTENCE OF EDUCATIONAL INEQUALITIES?

Abstract

Currently, in Brazil, the implementation of the so-called “Novo Ensino Medio” is in progress, which, in practice, means the remodeling of high school with the formative itineraries, bringing with it the challenge of (re)thinking the maintenance of educational inequalities. Hence, even the relevance of this article and, in view of this, aiming to present data from a qualitative research, with collection of documentary data and a literature review, which allows, with due theoretical support that privileges applied sociological aspects to education, answer the following guiding question: do the formative itineraries of the “Novo Ensino Medio” effectively mean a freedom of choice among students, under their educational destiny, or another form of persistence of inequalities in educational opportunities in Brazil? As a conclusion, the result is that the ambiguity of the implementation mechanisms of the “Novo Ensino Medio” may result in more barriers to the equity of educational opportunities for students in public schools.