O Novo Ensino Médio ofertado no período noturno na Escola de Educação Básica São Miguel do município de São Miguel do Oeste/SC: as experiências dos jovens trabalhadores

Abstract

High School (EM) offered in the evening has historically been marked by social and cultural inequalities, being primarily intended for working-class populations as a pathway to continue their studies. However, since its establishment, the practices and organization of evening schools have often functioned as adaptations of daytime schooling, failing to fully meet the specific needs of these students. With the reform of the High School, promoted by Law 13,415/2017, which amended the Brazilian Guidelines and Bases of Education Law (Law No. 9,394/1996, Articles 35 and 36), a curriculum based on the National Common Curricular Base (BNCC) was implemented, composed of Basic General Education (FGB) and formative itineraries, introducing significant changes to the New High School (NEM).The general objective of this research was to analyze the implications of the High School reform in Santa Catarina for students attending the Evening High School at Basic School São Miguel, in the municipality of São Miguel do Oeste/SC. The specific objectives were: to understand the process of implementing Evening High School in Brazil, especially from the 1990s onwards; to characterize the profile of third-year evening students at the school; and to analyze the NEMN considering the perspectives of working youth. The study was conducted within the Research Line Society, Knowledge, and Education of the Graduate Program in Education at the State University of Western Paraná (Unioeste), adopting a qualitative approach. Data collection included documentary analysis and structured questionnaires with open and closed questions, applied to third-year students who completed the entire High School in the evening. Data analysis combined documentary procedures, following Shiroma, Campos, and Garcia (2005), and Content Analysis, according to Franco (2021). The results indicate that evening NEM students face overload, difficulties with hybrid learning, and setbacks in the learning process after the pandemic, in addition to curriculum gaps related to civic education and preparation for the labor market. The demanding routine of study and work directly impacts school performance, highlighting the persistence of structural inequalities that hinder access to comprehensive and quality education. Students’ demands point to the need for curricular revision, pedagogical flexibility, and effective support for their educational trajectories, aiming to promote practices that address the specific needs of working youth