Reforma educacional
Autor: Marcelo Miranda | Publicado: 2016-12-30T08:43:00-03:00




É um fato que o sistema de ensino atual precisa ser modificado.
Existem problemas de todas as formas, sejam eles de infraestrutura, seja da
grade curricular e até mesmo de ordem disciplinar. Nessa mudança, é preciso &nbsp;levar em consideração que somos um país
continental e que toda reforma deve levar em conta alguns aspectos culturais e
regionais de nossa nação.


   

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“O Brasil oferece 13 disciplinas no ensino médio e essa não é a experiência internacional. O nosso modelo é da época da ditadura e, aos poucos, foram introduzidas mais e mais disciplinas em uma carga horária pequena. Não tem como cobrir um currículo enciclopédico com um número de horas tão restrito”, avalia Claudia Costin









O governo acaba de enviar para o congresso uma proposta de reforma
com esse propósito que está gerando muitas críticas em relação à sua concepção
e ao seu escopo. A proposta altera trechos da Lei de Diretrizes e Bases da
Educação (LDB), propondo uma mudança do currículo obrigatório, a adoção do
turno integral e o ensino profissionalizante, entre outras coisas. Existem defensores
e opositores em relação ao projeto.

   

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“É mais um absurdo do governo golpista. Um tema dessa complexidade não pode ser discutido de forma afoita, sem amplo debate com a sociedade. E as mudanças propostas são um desastre para a educação. Imagina deixar de lado disciplinas de Filosofia, Sociologia, Educação Física e Artes… É um retrocesso profundo que precisamos impedir”, disse a líder da minoria na Câmara, Jandira Feghali (PCdoB-RJ).



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Uma das mudanças que está gerando discussão é o enxugamento das
disciplinas obrigatórias, que atualmente são 13, aplicando uma metodologia de
ensino por módulos temáticos escolhidos a critério do aluno e segundo os
interesses profissionais. Segundo Claudia Costin, professora visitante de
Harvard e ex-diretora de educação do Banco Mundial, o resultado do formato
atual, segundo ela, é um ensino ruim, que não tem significado para o aluno.

Opinião parecida, tem o gerente
de conteúdo do movimento Todos pela Educação, Ricardo Falzetta. Para ele, a
estrutura curricular do ensino médio está muito engessada, o que faz com que os
alunos vejam superficialmente todos os conteúdos e não se aprofundem em nenhum
deles. Isso faz com que não se preparem nem para o mercado de trabalho e nem
para a educação superior. “É um ensino
que não dá base para o aluno seguir adiante”, avalia.




“As mudanças estão na direção correta porque enfrentam gargalos do Ensino Médio, 13 disciplinas, com excesso de conteúdo, todas obrigatórias, para todos os estudantes, aqui, muito são pouco. A maioria dos estudantes não aprende nada. Ficam decorando e sem ver sentido naquilo que estão estudando”, disse Ricardo Henriques



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Outra discussão é sobre a forma
em que a reforma é sugerida, por MP (medida provisória) e não uma PL (projeto
de lei), a forma impede uma discussão mais ampla sobre o projeto. Uma das
justificativas do governo para a urgência (ou pressa como alguns citam) de
envio da proposta foi o resultado do Índice de Desenvolvimento da Educação Básica
(IDEB), que ficou abaixo da meta estipulada tanto para a rede pública como para
a rede privada. Vários parlamentares se pronunciaram em relação ao projeto (ver
destaques do texto).

O governo abriu uma consulta
pública que pode ser acessada pelo site (ver abaixo o link) na tentativa de
conter as críticas sobre a falta de diálogo na sua elaboração e uma consulta a
sociedade em relação aos seus anseios. Até o fechamento deste artigo, o voto
contra estava sendo muito superior.



https://www12.senado.leg.br/ecidadania/visualizacaomateria?id=126992



Mas o que realmente a lei propõe?
De fato, as principais propostas é a implementação do turno integral e a
flexibilização e o aumento gradativo ( &nbsp;tempo integral), da carga curricular de acordo
com o interesse profissional do aluno. A divisão disciplinar, ocorreria a partir
da ênfase nas seguintes opções de formação: linguagens, matemática, ciências da
natureza, ciências humanas e formação profissional, trazendo à tona o ensino
técnico. A meu ver nesse ponto, a mudança seria benéfica. Esse modelo já é
utilizado principalmente nos Estados Unidos, no entanto, devem ser guardadas as
diferenças estruturais dos países,onde poderão dificultar a sua implantação. É
importante também salientar que, o aumento da carga horária não garante por si
só um maior conhecimento ou uma melhor qualidade, é necessária a capacitação para
uma maior qualidade da educação. Os professores de hoje, mais parecem com um “carcereiro
de luxo”, mantendo os alunos “presos” em salas de aula.
Em contrapartida, uma pesquisa encomendada pelo governo junto ao
Ibope, aponta que 72% dos brasileiros são a favor da reforma. Na mesma pesquisa
24% são contra, 3% não sabem e 1% não respondeu.




“A decisão do governo é absolutamente oportuna e necessária. O fato de fazer isso por MP se justifica, já que é necessário correr contra o tempo, e a MP permitirá que essas mudanças já produzam resultado no início do ano letivo de 2017. Claro que o Congresso fará debates e alguns aprimoramentos, mas, na essência, o que o MEC propõe é coerente com o que temos de decisões para serem tomadas neste momento” Paulo Bauer (PSDB-SC)



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É
necessário despertar o interesse no conhecimento, para não gerar mais evasão
escolar e a proposta não se tornar um problema maior do que ela se propõe a
resolver. Um outro cuidado está na autorização de professores com “notório saber”, ou seja, sem a
necessidade de graduação especifica para a área lecionada. Isso pode gerar um
descaso na formação continuada dos
professores e uma consequente queda na qualidade do ensino a longo prazo.




"Acredito que toda proposta merece emendas, estudos e debates. Acho positivo que finalmente um governo se apresse em fazer mudanças no ensino médio" Cristovam Buarque (PPS)



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Uma grande preocupação é que
somente o aumento da carga horária, sem uma melhoria da infraestrutura também
seja problema. Cármen Lúcia, presidente do supremo tribunal (STF), em um
comentário recente, aponta que o custo com um presidiário é em torno de R$
2,4mil enquanto o custo com um aluno do ensino médio custo R$ 2,2mil. Segundo
ela, alguma coisa está errada e precisa ser modificada.

   

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“Importante a ampliação do tempo, mas é importante se pensar o que será feito nesse tempo, e como as atividades propostas, os conhecimentos que são oferecidos aos alunos vão contribuir para esse desenvolvimento integral” Anna Helena Altenfelder








Temos um caminho &nbsp;muito longo
em &nbsp;chegar ao modelo adequado, mas o “movimento” para sair da inércia, já é
um grande passo para o avanço.



Marcelo Miranda
Publicado na Ed. No 24 da Revista Vias &amp; Rodovias

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