O curriculo do Novo Ensino Médio no Centro De Educação de Tempo Integral - CETI: O caso Humaitá - Amazonas

Abstract

This research is linked to the Graduate Program in Science and Humanities Education at the Federal University of Amazonas (PPGECH), with support from the Amazonas State Research Support Foundation (FAPEAM), through Research Line 1: Theoretical and Methodological Perspectives for the Teaching of Human Sciences. The discussions presented here result from reflections developed by the Study and Research Group on Early Childhood Education (GPEDIN), affiliated with the National Council for Scientific and Technological Development (CNPq) at the Federal University of Amazonas (UFAM).The general objective of this study was to analyze the curriculum of the Full-Time Educational Center (CETI) Tarsila Prado, seeking to identify how it contributes to the full development of students. The research problem lies in the tensions surrounding comprehensive education in secondary education, which intensified after Law No. 13,415/2017, and the implementation of this proposal within the school's curricular practices. Comprehensive education, guaranteed by the Brazilian Federal Constitution, aims at the full development of the individual, preparation for citizenship, and qualification for work, promoting students’ holistic development in all dimensions (Almeida & Souza, 2025).For the development of this investigation, several authors were consulted; among the most influential at the national and regional levels are Moll (2012), Cavaliere (2009), Oliveira (2019; 2021), Elisiário (2017), Maciel and Silva (2017), Silva (2017), and Oliveira and Franco (2023). The theoretical and methodological framework adopted was Historical-Dialectical Materialism, which, according to Neto (2011), is a method that seeks to critically understand social phenomena. The documentary research was based on legislation, the school's Political-Pedagogical Project, and the Curricular and Pedagogical Proposal of the State of Amazonas, which structure the curriculum of CETI Tarsila Prado. The data were analyzed through Bardin’s (2016) Content Analysis. This study concludes that CETI Tarsila Prado, located in the municipality of Humaitá, Amazonas, demonstrates a commitment to comprehensive education. This commitment is materialized through the general basic education curriculum and the formative pathways, which include projects, community and family participation, technical courses developed from a critical perspective, and the appreciation of Amazonian knowledge and the students’ lived realities.