SCIENTIFIC PRODUCTION ON THE NEW HIGH SCHOOL REFORM IN FULL-TIME EDUCATION AND PHYSICAL EDUCATION:

A SCIENTOMETRIC ANALYSIS

Abstract

This study analyzes the scientific production available on the CAPES Journal Portal concerning the New High School Reform, Full-Time High School, and Physical Education, covering the period from 2016 to 2025. This study is justified by the growing relevance of recent educational reforms and their implications for curriculum organization and the role of Physical Education within the school context. Using a qualitative-quantitative and scientometric approach, the research mapped and examined 19 articles to identify trends, gaps, and theoretical perspectives regarding the educational reforms and their impact on curriculum adaptation. The findings show that publications are regionally concentrated in the South and Northeast of Brazil and predominantly theoretical research, emphasizing basic research and documentary analyses. Results indicate the precarization of Physical Education in the reformed curriculum, characterized by reduced workload, weakened formative value, and the predominance of instrumental competencies over critical and cultural formation. The studies also highlight teachers’ perceptions of imposition and lack of dialogue during policy implementation, as well as structural and pedagogical challenges in full-time schools. It is concluded that, although the NEM and EMTI aim to promote modernization and equity, these reforms have intensified historical inequalities and undermined the formative role of Physical Education, emphasizing the need for structural investment, teacher valorization, and democratic participation in educational policy-making.