O Estatuto da Criança e do Adolescente as impressões manifestadas por docentes do Ensino Médio Paranaense

Abstract

The reconfiguration of Brazilian High School education, promoted by Law No. 14,945/2024, repositions the debate on the curriculum, youth, and citizenship education. Within this context, the Child and Adolescent Statute (ECA) gains relevance as a legal and political-pedagogical framework for human rights education. This article is an excerpt from a master's dissertation developed within a Professional Graduate Program in Teaching, and it presents the perceptions of teachers who participated in the implementation of the Educational Product regarding the ECA. This qualitative study articulates documentary analysis and empirical data. The results demonstrate that although the ECA is present in institutional discourse, its curricular materialization occurs in a fragmented manner, revealing tensions between standardization and school practice. The study concludes that the inclusion of the aforementioned statute highlights the limitations of pedagogical practice in promoting citizenship education.