Resumo Ingles
Discussions about Secondary Education in Brazil have always been linked to the social demands to
face inequalities generated in the educational system, accentuated in this stage of teaching, due to its
historical duality, preparation for work, or continuity of studies in higher education. In this sense, debating
how the school organizes its pedagogical work becomes relevant, considering the social, political, and
economic determinants of each era in this work. Taking the critical-dialectic perspective as a reference,
this research had as a guiding question: to what extent the reorganization of pedagogical work in the
semester affects the other time-space relationship of students' training? The general objective was
analyzing the reorganization of biannual pedagogical work in a public high school in DF, and the
repercussions on the time-space relationship of students' training. The qualitative research approach
was adopted based on the assumptions of historical-dialectical materialism (MARX, 2004), emphasizing
the unity of theory and practice (VASQUÉZ, 1977) and the comprehension of reality through a
descriptive case study (YIN, 2015). The empirical research was carried out in a school unit linked to the
Regional Teaching Coordination of Ceilândia, which has adhered to the biannual system since its
implantation in DF, in 2013. For data collection were used: analysis of SEEDF guiding documents,
legislation current, a political-pedagogical project of the school unit and proposal for the new high school
linked to the BNCC; observation of 12 hours of pedagogical coordination meetings and 50 hours of
classes by teachers of the Mathematics, Portuguese Language, Biology and Sociology components and
who participated in the narrative interview; questionnaires with open and closed questions applied to
the vice school principal and two pedagogical coordinators; and a focused group with thirteen students,
seven from the second year and six from the third one. Theoretical framework is based on the ideas by
André (2008), Bernstein (1996), Cury (1985), Silva (2009, 2011), Freitas (1995), Gamboa (2007),
Kuenzer (2000), Nosella (2016), Puentes & colleagues (2012), Saviani (1999; 2015), Tardif e Lessard
(2014), Veiga (2008) and Weller e Silva (2018). The narratives produced in the interviews were
systematized into meaning cores (AGUIAR; OZELLA, 2013), which made possible to approach the
meanings and senses constituted by the research subjects about the time-space relationship of
students' training in the semester. The analysis of the documents and data from the observations and
questionnaires were triangulated with the narratives, in an articulation movement between theory and
empire, which made it possible to approach the reality of the researched school, a totality inserted in
another one - the public school system of the Federal District. In this analytical, mediation, and
abstraction process, apprehend the contradictions in reorganization of pedagogical work in the biannual
system and in the instituting movement of managers, teachers, and students in the redefinition of the
school time-space relationship and the classroom were possible. The research results revealed
challenges to be overcome during resistance movements and/or difficulties in breaking with the
ingrained conceptions and practices in school culture, but also attempts at renewing the organization of
pedagogical work to qualify the temporal and spatial dimensions school and high school class.
