O Ensino Médio em tempo integral para a formação das juventudes: um olhar sobre as relações entre educação e trabalho no contexto do “Novo Ensino Médio” em Goiás

Abstract

This study is part of the research line Education, Work, and Social Movements of the Graduate Program in Education at the Federal University of Goiás. Its theme is Full-Time High School Education and the relationship between schooling and work among young people in the state of Goiás. The guiding research question is: What educational perspective for youth is promoted by full-time high school education in the public school system of the state of Goiás? The research adopted a bibliographic and documentary methodology, covering the period from 2017 to 2025, with a focus on studies relevant to the proposed theme. The theoretical framework was based on the works of Cavaliere (2007, 2014), Coelho (2009), Moll (2012), Dayrell (2014), Kuenzer (2000, 2003), Manacorda (2007), Bourdieu (1999, 2001), Dubet (2008), among others. Official documents analyzed included the Curricular Document for High School Education in Goiás (DCGO-EM) (Goiás, 2021), the National Common Core Curriculum (BNCC) (Brazil, 2018), and the Law of Guidelines and Bases of National Education (LDB) (Brazil, 1996), among others. The main objectives were: to identify, within official documents, the conception of Integral Education and to outline the historical trajectory of integral education in the Brazilian and Goiás educational contexts; to present the curricular organization of full-time high schools within the Goiás state education system; to reflect on the realities of youth in Goiás and the perspective of full-time education in state schools; and to present statistical data on the conditions of young people who depend on work for their livelihood in Goiás and Brazil. The findings indicate that, in Goiás, the education of high school students is oriented toward a fragmented conception of integral education and toward preparation for the labor market, in which individual aspects are emphasized in the teaching-learning process and in the achievement of educational success. Integral education policies have not been able to encompass all young people, especially those who depend on work for their subsistence, who often remain on the margins of the educational process. Full-time high school education in Goiás frequently departs from the principles of integral education and, amid concerns with performance indicators and educational outcomes, creates conditions for the implementation of a compensatory form of education aimed at the popular classes. Under these circumstances, the prospect of an education capable of fostering critical, reflective citizens who can question and problematize social dilemmas is not effectively realized in practice, thereby favoring the implementation of neoliberal educational agendas.