High School in Public High School in Brazil : inequalities and regional challenges

is article approaches, in the ve regions of Brazil, the universalization of High School, initial training and work conditions of teachers. e discussion was carried out based on educational indicators available at the National Research of Household Sample and the School Census. e analysis makes explicit disparities among the regions regarding to the universalization of access, most claimed in North and Northwest regions. Appropriate training has more requirements in Northwest and Central West regions. Similarly, better work conditions are most required in Central west, North and South. At the same time, it points, in the ve regions, a context far from of the National Education Plan (2014-2024). It suggests that social quality of High School only will be a reality with insurance of universalization to young people from 15 to 17 years old and with all the teachers socially valued. It also demonstrates dimensions silenced nowadays in the Law number 13.415/2017 and its bet on exibility.


Introduction
e access to Basic Education and appreciation of education professionals were contemplated by the Law number 13.005/2014, which approved the Education National Plan (PNE in Portuguese acronym) for decennial 2014-2024(BRASIL, 2014)).e goals 1, 2, 3 and 4 are aligned to the obligation and gratuity of Basic Education for 4 to 17 age range, marked in the Federal Constitution through the Constitutional amendment number 59/200959/ (BRASIL, 2009)).It is about a signi cant conquest which makes Child education obligatory for children from 4 to 5 years old, and rati es the obligation of Elementary School to Brazilian who belongs to the age group from 6 to 14 years old.On the other hand, the High School remains unnecessary for young people from 15 to 17 years old, appropriate age to attend it.e Law previously mentioned only will be appropriate for young people from 15 to 17 years old, "if there were not inequalities to access the school, the discontinuous itineraries and the distortions in the educational system scope" (SILVA, 2015, p. 370).
When considering the young people who attend the High School, we glimpse o ering them "educational conditions for intellectual learning, which propose dense reading time, laboratories, space for leisure, art and culture" (FRIGOTTO; CIAVATTA, 2011, p. 620).ese demands bring new challenges to teachers.It is also important provide appropriate conditions in material terms and subjective dimensions to them (OLIVEIRA, 2014).e goals 15 to 18 of the National Education Plan (PNE in Portuguese acronym) become prominent.ey deal with training and work conditions 1 of teachers, considered essential when discussing educational professional appreciation (FÓRUM NACIO-NAL DE EDUCAÇÃO, 2017).
Universalization and appreciation are dimensions absolutely necessary for public policies aligned to promote the o er of High School with social quality 2 .Articulation between broader social relations and the intra-school dimensions accommodates the concept of social quality of High School.e right to High School with social quality constitutes a big challenge to the State, when considering Brazil with its regional asymmetries and social inequalities (DOURADO, 2013).More speci cally, it demands doors opened for everyone, mainly for young people from 15 to 17 years old, teachers graduate in the subject that they teach and with carriers and work conditions worthy, based on the integral human training3 .
1 Based on Oliveira and Assunção (2010), the notion of working conditions designates the set of resources which makes possible to perform the teacher's work, involving physical facilities, materials and inputs available, equipment and means of achievement for pedagogical activities.It also involves elements relative to the teacher's carrier in the scope of employment relations, highlighting the employment relationship, the remuneration and the working hours.
2 Social quality concept acquiesce articulation between extra and intra-school dimensions."Extra school dimensions are about cultural and socio-economic conditions, rights, obligations and warranties.Intra-school dimensions are about conditions of: a) o ering, management and work organization in educational institutions; b) appreciation, training, professionalization and pedagogical action; c) school and academic access, permanency and performance" (FÓRUM NA-CIONAL DE EDUCAÇÃO, 2017, p. 19).
Centrality, since the Law number 9.394/1996 -LDB (BRASIL, 1996) was promulgated, which attributes to the High School the statute of Basic Education stage, was in the attempts to reformulation of the curriculum and makes evident disputes on the sense and purposes of the High School.At the same time, it expresses that other dimensions were silenced.e sanction of the law number 13.415/20174 (BRASIL, 2017) gains prominence nowadays, bringing propose for amendment that relaxes "the school time, curriculum organization and content, the o er of educational services (agreements), teachers' profession and responsibility of the Union and the States" (KRAWCZYK; FER-RETTI, 2017, p. 37).e law previously mentioned puts spotlights once again on the High School curriculum and withdraws the High School universalization and teacher appreciation from the center of discussions.
From these re ections, this text approaches the ve Brazilian regions emphasizing the intra-school dimensions, central for a High School with social quality: High School universalization, teacher training and work conditions in state schools5 based on the goals 3, 15, 17 and 18 of the National Education Plan (PNE), approved by the Law number 13.005/2014 (BRASIL, 2014).In order to contribute with the necessary discussion on the last stage of the Basic Education, within the domain of changes brought by the Law number 13.415/2017 (BRASIL, 2017), we problematized: what are the con gurations and perspectives to the universalization and to the High School teachers' initial training and work conditions who work in State schools in the regions of Brazil?
Empirical subsidies for the problem mentioned were searched in the National Research by Household Sample (PNAD in Portuguese acronym) and in the Basic Educations Census, mostly on the Net Frequency Rate (NFR in Portuguese acronym) and educational indicators Training Adequacy and Teaching E ort, also on the goals of National Education Plan.Data were collated with the bibliographic production regarding to the study theme.
To analysis of regarding to the social quality of High School in the ve regions of Brazil, we used theoretical-methodological assumptions of immersion in qualitative and quantitative data in order to go further the immediate comprehension of the last stage of the Basic Education.We search for understand universalization and teachers' appreciation of High School in articulation with broader determinations.According to Mainardes (2014), it suggests apprehend the processes and structures; in other words, their more general conditions.

Universalization of High School
Instable training routes appear among young people who belong to the age group from 15 to 17 years old who are outside the school or retained in the Elementary School.An ideal situation would be that where everyone who is in the appropriate age is in the High School.In this case, the Gross Frequency Rate (TFB in Portuguese acronym) and the Net Frequency Rate (TFL) would be 100%.It is important highlight that the rst indicator points to the percentage of young people enrolled in the Basic Education, and the second one to the percentage of enrolled in the High School.Table 1 allows evaluate the access of population from 15 to 17 years old to the High School in the ve regions of Brazil.Data express that in all the regions near to 15% of young people with appropriate age to attend the High School were not at school.e Northwest region calls attention with a Gross Frequency Rate at 83% in 2013, repeated in 2016.It announces that year a er year 552 thousand of young people from 15 to 17 years are kept outside the High School School.e North region presents the same situation with Gross Frequency Rate (TFB) at 84.8%, and 166 thousand young people excluded from the school in 2016.At the same time, a signi cant number of young people who do not study still remain in the other regions.
In 2015 all the regions were far from the universalization of school attendance for the age group from 15 to 17 years old.e Southwest region with the Gross Frequency Rate (TFB) at 86.9% presented to be nearest to the goal of 100%.e universalization was indicated for 2016, and it was not materialized.In 2016 in the ve regions, only 8.7 million of these young people were enrolled in the Basic Education (BRASIL, 2016).It was about, and still is, a step necessary for all the regions to bring everyone to school, quickly.
Examining the Net Frequency Rate (TFL) enlarges the analysis when allows infer that less than half of young people from 15 to 17 years old who live in the North and Northwest regions are not enrolled in the High School.It explains that when summed up those who are outside the school or retained in the Elementary School, total reaches nearly to 550 thousand and 1.6 million of young people resident in the North and Northwest regions, respectively, absent from the High School.It is possible infer that the regions mentioned present more young people with appropriate age to the High School are retained in the Elementary School.e South and Midwest regions with Net Frequency Rate (TFL) near to 60%, and the Southwest close to 70% present better situation, but still worrisome.
When collating all the regions, data reveals that 4.3 million young people who belong to the age group from 15 to 17 years old were not enrolled in the High School.It makes explicit the persistency in the last years the occurrence in all the regions of approximately 1.5 million young people from 15 to 17 years old outside the school, and repeatedly 2.8 million of them are retained in the Elementary School.ese Brazilian lose the opportunity to live integrally their adolescence, and they de ne themselves morally, intellectually and socially through oriented experiences in this period (NOSELLA, 2011).
Yearly, the reedition of near to 1.5 million young people who belong to the age group from 15 to 17 years old do not attend any school is incompatible with the social quality we wish for Education.At the same time, mentioning that many of them possibly remain retained in the Elementary School is paramount.Data reveals a great debt with young people in all the Brazilian regions.It shows a signi cant numbers of young people from North to South disabled to appropriate scienti c knowledge historically produced, "deep contradiction before the science and technology present in daily life" (FRIGOTTO; CIA-VATTA, 2011, p. 620).As a possibility, the goal 3 of the National Education Plan must to gain visibility and being materialized.It establishes "universalize until 2016 school attendance for all the population from 15 ( een) to 17 (seventeen) years old and raise, until the period of validity of this PNE (National Education Plan), the Net Rate of Enrollment in the High School to 85% (eighty ve percent)" (BRASIL, 2014).
When considering that the young people in the age group from 15 to 17 years old belong to the school, attending preferentially the High School, we ask, based on Saviani ( 2013), what are the limits and possibilities to the Brazilian State assume the duty of warrant this right to everyone.In contrast, in 2016, the South region presented a decrease in the Net Frequency Rate (TFL), and other regions presented a shy increase when compared to 2013.e North region presented 3.7% increase.It is a small increase, when considered how far from the national goal is, the 85% in 2024.Similarly, the Northwest and Southwest regions presented increases near to 2.5%, and the Midwest region an increase beneath than 1%.We highlight that whether the tendencies were kept, the regions will not reach the 85% of Net Frequency Rate (TFL) proposed by the goal 3: in other words, many young people who belong to the age group from 15 to 17 years old will continue retained in the Elementary School or excluded from school.
ere are million young people who do not attend the High School in the appropriate time, and they do not enjoy the more delicate cathartic moment of their lives, when the value of autonomy blooms, which is the freedom for positioning.Based on Gramsci, Nosella (2011) defends that the High School must be attended and completed by all the young people from the age group from 15 to 17 years old, period of the juvenile life in which basic values are consolidated: humanism, intellectual self-discipline and moral autonomy; they are fundamental for future specialties.
In contrast, we do not glimpse ensure the right to the access to the High School in the next years for all the young people from the age group from 15 to 17 years old resident from North to South with the Law number 13.415/17 (BRASIL, 2017).e watchword evidenced from 2016, based on the changes containing in the provisional measure MP number 746/16, transformed with some changes in the law mentioned is relaxation (KRA-WCZYK; FERRETI, 2017).Universalization of the High School is not the agenda.e High School reform nowadays is not compromised to "assure the right for each Brazilian, providing Education with the same quality standard for all the population" (SAVIANI, 2013, p. 755).e urgency for those who proposed the High School reform, according to Motta and Frigotto (2017, p. 355), may deny "the bases of sciences which allow the young people understand and master the working of the world of things and the human society." On the other hand, the legal understanding that all the young people belong to the school implies decrease the distance between the Basic Education proclaimed as right, and the responsibilities of the federated entities to provide "the means for the right mentioned become e ective. is is why understanding the Education is a citizen right and a duty of State was imposed" (SAVIANI, 2013, p. 745).
ree tenths of the validity was already gone.e rst objective of the goal 3 was not reached and suggests, in all the regions, more intensely in the North and Northwest ones, "e ectivity to the universal public school ag, obligatory, free and laic" (SAVIANI, 2013, p. 745).Enlarging the enrollment in the High School with the Net Frequency Rate (TFL) suggests, according to Kuenzer (2011, p. 675), "e ective investment in policies that integrate training, carrier, remuneration and decent working conditions".ese conditions are necessary to face a historical reality of scarcity, inadequacy and de-professionalization of the teacher, "based on severe impacts on the quality of the High School" (KUENZER, 2011, p. 675).

Teacher initial training
Enlarging the Net Frequency Rate (TFL) to 85% in all the regions implies increasing the number of teachers graduate in the subjects they teach.It demands problematizing the Education Professional appreciation, understanding as involved in articulated way training, remuneration, carrier and work and health conditions (FÓRUM NACIONAL DE EDUCA-ÇÃO, 2017).In reference of initial training, the limits are evident, as the table 2 shows.We realize in the years 2013 and 2016, a signi cant percentage of subjects in all the regions, who teach in the High School with Higher Education Degree, but not in Education eld.Data regarding to 2016 expresses the possibility of 15.3% and 22.8% of teachers in the regions Northwest and Midwest, respectively, teach even not being teachers, because they are not graduate to exercise the teaching.Near them there is the Southwest region; with better percentages but still worrisome there are the North and South regions, which presented near to 10% of non-graduate teacher in the High School.
Based on the Law of Guidelines and Bases of Education number 9.394/96 -LDB (BRASIL, 1996), without Education degree they are not considered teachers, as disposed on the subsection I of the article 61 and on the caput of the article 62: Teacher training to work in Basic Education will occur in Higher Education, in Education course, full under graduation, in universities and higher education institutes, admitted as minimum training to exercise teaching in Child Education and the 5 ( ve) early years of the Elementary School, that o ered in High School level in normal modality 8 (BRASIL, 1996).
To the shiver of law, the lack of teachers with appropriate training to teach in the High School is evident.At the same time, the decreased number of teachers with Education Degree is highlighted in the period analyzed in the North and Midwest regions.Other regions registered a shy increase.Only the under graduation in a determined course in Higher Education is not enough.We consider a High School teacher those who have an Education course as academic training.Even better: all the teachers in the High School have to have diploma in the subject they teach.
In this context is based the propose of the goal 15 of National Education Plan (PNE), when announces assuring "that all the teachers of the Basic Education have to have speci c training in Higher Education obtained in Education course in the knowledge area that they work" (BRASIL, 2014).e teacher with under graduation in the subject that he or she teaches, gains visibility.In this scope and in order to contribute with materialization of the goal 15, the National Institute of Educational Studies and Researches Anísio Teixeira (INEP in Portuguese acronym) builds the Indicator of adequacy of teacher training of Basic Education.With legal documents as reference, it distributed the teacher based on their training in ve groups, as shown in the frame 1.When considering the announced by the goal 15, the proportion of teachers in the group 1 could be the measure used to follow it (BRASIL, 2016a).Based on the indicator mentioned, the table 3 allows to picture out a signi cant percentage of professionals, in all the regions, who do not have appropriate training.Data expresses that almost half of teachers of High School in the State administrative dependency of Northwest and Midwest regions do not have training in Education eld in the same subject they teach, or Higher Education in the same subject with complete pedagogical complementation course.On the other hand, but not least worrisome, in 2016, the North, Southwest and South regions, respectively presented 42.8%, 34.4% and 31.2% of teachers in the same conditions.e presence of teachers trained in subjects di erent from those they teach is signi cant from North to South. is reality already had been pointed by Kuenzer (2011, p. 671), when alerted that "only 53% of teachers who work in the High School have training compatible with the subject they teach".
Data shows that, to reach the goal 15, increase signi cantly the number of teachers trained in the subjects under their responsibility is necessary in all the regions of the country.On the other hand, in 2016, the North region presented a worrisome decrease of 5.6% in relation to 2013.e Midwest region presented an increase of 0.8%, when reached 48.7%.A larger movement is veri ed in the Northwest region, which reported 4.6% more in 2016, in relation to 2013.In the same way, the Southwest and South regions presented, in the same period, increases of 3.7% and 5.0%, respectively.e jumps could be higher in the ve regions, when considering how far from the national goal they are: 100% of training compatible with the Group 1 in 2024.We infer the need of policies for training that overcome the strong presence of teachers trained in determined subject or area, who "work in a di erent area, many times to complete the work hours" (DOURADO, 2016, p. 39).
Further the lack of teachers, we ask about the quality of the teacher training (KUEN-ZER, 2011).e Education courses may not consider the young people who attend and will do the last stage of Basic Education.In the initial training is important foresee "pedagogical knowledge, comprehending articulation among theoretical-practical studies, research and critical re ection, enjoyment of previous training and experiences in teaching institutions" (DOURADO, 2015, p. 308).To the future teacher, we suggest a dive "in the universe of school and the classroom and that strength her/himself through solid theoretical and practical training" (SILVA, 2015, p. 72).In this scope, we highlight the strategy 15.6 of the goal 15, which points to "promoting the curriculum reform of Education courses and encourage pedagogical renovation" (BRASIL, 2014).
e absence of under graduate teachers and the training quality suggests questioning the urgency of the High School reform expressed by the Law number 13.415 (BRASIL, 2017).Based on Motta and Frigotto (2017, p. 358) we ask about the urgency and relevance to "invest in the human capital in order to reach greater productivity; modernizing the curriculum structure, relaxing by knowledge areas; and improving results of school performance".e absence mentioned may be related to the carrier, to the low level of remuneration and to the excess of work periods, groups, classes and students.Will not be the universalization of the High School the appropriate training and work conditions for the teacher most relevant and urgent?We highlight the centrality of work conditions, considered essential when discussing Education professional appreciation (FÓRUM NACIONAL DE EDUCAÇÃO, 2017), and similarly forgotten by those who proposed the High School reform, which consider it urgent to unlock the barriers that prevents the economic growth (MOTTA; FRIGOTTO, 2017).

Work conditions of teacher
In the scope of work conditions, employment relations are of interest, highlighting the kind of relations.Work journey, remuneration and training linked to the carrier (PINTO; DUARTE; VIEIRA, 2012).It is important that Education policies were articulated in all the regions of Brazil, to assure "[...] higher time remunerated for teaching at schools, allowing development of greater bonds with their work, and then greater time for dedication to education of these young people" (OLIVEIRA, 2010, p. 275).ese understanding is corroborated by Saviani (2011, p. 16), when emphasizes that is not possible to equate properly the educational issues without face simultaneously "the matter of work conditions in the exercise of the teaching work".
In the Educational National Plan (PNE), aspects regarding to the work conditions are diluted in di erent goals and strategies.e goal 189 , in its strategy 18.1, highlights the concern with the teacher work relations, when propose structuring the public networks of Basic Education in order to, until the third year of validity of this PNE, ninety percent, at least, of respective professionals of teaching [...] being occupying positions of e ective 10 provision and exercising their work in school networks at they are linked to (BRASIL, 2014).
Starting the teaching carrier at High School is still far from what is preconized in this strategy.Table 4 demonstrates the number of teachers e ective in the High School in the State network teaching in Brazilian regions.Data pointed that in the Midwest region almost 50% of teachers of High School are not approved in public examination, but they are hired, mostly temporary, further outsourced or Celetista11 .e South and Northwest regions are near to the 40%.In their turn, the North and Southwest regions present better numbers, but still have more than 25% of their workers hired in precarious way.
When presenting a signi cant number of teachers with temporary contracts in persistent way in the ve regions, we make evident, based on Oliveira (2006), certain precarious conditions in aspects related to the work conditions o ered.Temporary contracts are deprived of work and social security warranties, and because they do not assure the same rights and warranties for e ective teachers, become "even more acute the frame of instability and precarious work conditions" (OLIVEIRA, 2006, p. 216).Teachers who do not belong to the e ective frame are excluded "from the complexity of dynamics of school and of relations inside it, due to their transience, it limits their participation and involvement in the construction the school education project" (CAMARGO et al., 2006, p. 260).
On the other hand, a stable carrier become the teaching profession more attractive when enables, according to Camargo et al. (2006, p. 260), "greater assurance to perform their work, because they are not subject to ring at the end of licenses, contracts or the year." Based on these authors, we infer that work instability, starting in a teaching carrier de ned and the possibility to carry out their work with safety suggest better perspectives to the conditions of o er of a social quality High School.
The significant number of teachers of the State public High School in all the regions with temporary contracts may be explained by the economical dimension.There is a straight link between the kind of contract and the remuneration of professionals of Education.Temporary teachers have lower remunerations.In all the regions of Brazil, effective teachers are not properly remunerated, even less the temporary ones (OLIVEIRA, 2006).
Appreciate the High School teachers would be the natural policy option of a State (Union, States of the Federation and the Federal District) absolutely compromised with the social quality of this stage of Basic Education (KUENZER, 2010).When considering 414,865 teachers who teach in State schools in the Brazilian regions (BRASIL, 2016a), we hope they are e ective and have appropriate work conditions, as suggested by the Law number 11.738/08 (BRASIL, 2008), which institutes the National Professional Minimum Wage (PSPN) for workers in public education of Basic Education trained in the High School level, in the Normal modality, for a maximum journey of 40 (forty) week hours.In the composition of the work journey we detach the maximum limit of 2/3 (two thirds) of workload to perform the activities of interaction with students.
Nevertheless, a survey performed in 2016 by the National Confederation of Education Workers (CNTE in Portuguese acronym) makes explicit that the mentioned law is not obeyed in the Minimum wage and extra class journey from North to South by six states of the federation: Amazonas, Goiás, Maranhão, Paraíba, Rio Grande do Sul and São Paulo.We also highlight that obey the Minimum Wage Law has reported loss to the teachers carrier, then o ending the constitution (art.206, V) that advocates appreciation to the Education professionals through carrier plans that attract and maintain the workers in public schools, contributing to improve the quality in Education (CNTE, 2016).Obeying the Law number 11.738/08 leads to the goal 17, which proposes "appreciating professionals of teaching in public networks of Basic Education in order to equate their medium income to other professionals with equivalent training/education until the sixth year of validity of this PNE" (BRASIL, 2014).
To Masson (2016, p. 161), "teacher's wage equalization to other professions is indispensable condition for activity and permanence in the carrier, because it is the matter which more determinate the young people's choice, although it is not enough".e author highlights that teacher remuneration has gotten better with approval of the Minimum Wage Law (PSPN in Portuguese acronym).On the other hand, she points that many states of the federation have considered the minimum value as the maximum one.
Teachers' appreciation suggests building a National Education System (SNE in Portuguese acronym), with wide collaboration of the states of the federation to use their autonomy to appreciate their teachers.It is important that federated entities of all the regions of Brazil, in articulated way and in collaboration regime could consolidate objective conditions that create opportunities for its implementation (GOUVEIA; PIN-TO; CORBUCCI, 2011). is condition is necessary to overcome this adverse turnover context of teachers, multiplicity of work relations, and the consequent extension of the teaching work journey, in opposition to the social quality of the Brazilian High School (KUENZER, 2010).
At the same time, salary value with assurance of satisfaction for basic needs from their month wage received from the teaching network that is linked can allows, for example, which teachers of the High School could dedicate to a single school, and have available time to prepare their classes.To Saviani (2011, p. 16), the quality of the pedagogical work is li ed with "full time work journey in a single school with time to prepare classes, supervise studies of students, participate of the school management and meetings of the school and attend to the community." In this scope, INEP built the indicator Teaching E ort, which measures the e ort made by teachers in Brazilian Basic Education exercising their profession (BRASIL, 2016b).It considers the number of work shi , schools and stages of work, further the number of students in Basic Education, and articulate it to the work journey.e frame 2 presents the description of levels based on empirical distribution of variables.Teacher who has between 25 and 300 students and works in two shi s, a single school and stage.04 Teacher who has between 50 and 400 students and works in two shi s, in one or two schools and two stages.05 Teacher who has more than 300 students and works in three shi s, two schools and two or three stages.06 Teacher who has more than 400 students and works three shi s, two or three schools and two or three stages.
Despite the attempt to cover the two stages of Basic School, we consider the indicator Teaching E ort presents limits to understand the High School.What the level may be the measure used to follow the strategies of the Plan (PNE), regarding to the aspects of work conditions in the High School? e levels 05 and 06 express clearly the intensi cation of the teaching work12 .Data presented in the Table 5 shows teaching e ort in State schools of High School in all the Brazilian regions.We highlight that in the North region, in the interregnum 2013 to 2016, near to 30% of teachers of High School of State schools were concentrated in the levels 05 and 06.
e regions Northwest, Southwest and South were near to 25%.With better numbers, but similarly worrisome, there is the Midwest region.Data reveals an extensive journey and intensive in all the regions.Working in more than one school, in three shi s and with many students from di erent stages of Basic Education is part of the daily routine of a signi cant parcel of teachers in the last stage of the Basic Education in State schools.Data make explicit the persistency of great concentration of teachers, mainly in the North region, with more than 300 students and working in three shi s, in two or three stages.We picture that teaching e ort is high in daily routine for a signi cant parcel of teachers in the last stage of Basic Education from Oiapoque to Chuí 13 .
Dedication to a single school and not exhaustive journeys seems not to be a reality for teachers at High School.On the other hand, their conquest results, according to Camargo et al. (2006, p. 273), "in a satisfaction that further to promote conditions to o er a teaching with quality, it avoids damages on the worker health and allows time for those who are interested in complement the processes for professional training." As counterpoint to an extensive and intensive work journey, with many schools, shi s, students, stages, variables that compose the indicator Teaching E ort, we highlight the strategy 17.3 of the Education National Plan (PNE), which incorporates the conquests from the Law number 11.738: to the universalization of the access and education professionals appreciation, also virtuous perspectives to the last stage of the Basic Education.
Changes in the High School cannot ignore "that schools do not have basic conditions for institutional work, even for teachers exercise their work, o ering decent learning conditions to the students" (KRAWCZYK; FERRETTI, 2017, p. 38).e matter of social quality in the High School, placed in the center of discussions with much intensity by the sanction of the Law number 13.415 (BRASIL, 2017), will not be solved with the curriculum relaxation proposed.e reform in the Law silences, in aspects absolutely indispensable, the social quality of the High School, which requires an integral training.As accent, the purpose for curriculum relaxation does not o er a path towards the training mentioned.It ignores that its conquest from North to South suggests a High School for everyone, in a "context in which teachers' social prestige is consolidated" (MORAES, 2017, p. 424).
Curriculum relaxation proposed does not accomplish to "assure the right of each Brazilian, providing an Education with the same quality standard for all the population" (SAVIANI, 2013, p. 755).Changing the teaching for better is necessary in the search for social quality.Data suggests a hopeful path in all the regions would be the universalization of the access, mainly for young people from 15 to 17 years old, and become the teaching into a socially attractive profession.e path chosen by the mentors of the reform may be the less promising.e emphasis of arguments of the proposers is to approximate "the last stage of the Basic Education to a mercantile vision of public school and contradict its public character, inclusive and universal one" (SILVA; SCHEIBE, 2017, p. 28).Dimensions of social quality of High School were not ruled.

Considerations
In this article we search for problematize the dimensions of social quality of High School: universalization, teacher training and work conditions and the challenges to materialize the goals 3, 15, 17 and 18 of the National Education Plan (PNE).
In the scope of the universalization of the access, there is quantitative problem to overcome: repeatedly, near to 4.3 million young people from 15 to 17 years old do not attend the High School from North to South.Near to 1.5 million young people with appropriate age to attend the High School are outside the school.e Northwest region calls attention in 2016 because kept 552 thousand young people from 15 to 17 years old without studying.Similar situation is in the North region, with 166 thousand young people excluded from the school.On the other regions, a signi cant number of young people who do not study still persist.Social quality of High School requires school attendance for all the people from 15 to 17 years old.Proposed by Law for 2016, the universalization of school attendance still was not materialized in any region, and it is important to prioritize it.
At the same time, social quality demands young people in the High School.Examining the Net Frequency Rate (TFL) enlarges the analysis, when allows infer that less than half young people from 15 to 17 years old who live in the Northwest and North regions are not enrolled in the High School.It makes explicit that summed up those who are outside the school or retained in the Elementary School, the number reaches near to 1.6 million and 550 thousand young people living in the Northwest and North regions, respectively, absent from the High School.We may infer that the regions mentioned present more young people with appropriate age to attend the High School retained in the Elementary School, and they will have more di culties to reach the 85% proposed by the National Education Plan (PNE) for 2024.
e South and Midwest regions present better situation with Net Frequency Rates near to 60%, and the Southwest near to 70%, but it is still worrisome.Data shows that all the regions present, except for the South, shy increases in relation to 2013.ey reveal that the regions, whether maintaining the tendencies, will not reach what was proposed by the goal 3; in other words, many young people who belong to the age group from 15 to 17 years old will continue retained in Elementary School or excluded from the school.
e persistency each year of near to 1.5 million young people who belong to the age group from 15 to 17 years old outside the school, and 2.8 million of them retained in Elementary School do not match with the conquest of a social quality education in Brazil, that we want republican, public, for free and for everyone.We reiterate that, among these 4.3 million young people, near to 2.1 million live in the North, and mostly in Northwest.
In the eld of initial training, data shows the extensive e ort to materialize the goal 15 of the National Education Plan (PNE) in all the Brazilian regions.When disaggregate data related to the teachers initial training of public State High School, we highlight more accentuated quantitative limits in the North and Midwest regions, expressed by the indicator Adequacy of teacher training.It suggests the need in both regions to elevate from near to 50% to 100% the percentage of teachers of High School in state schools with Higher Education training in Education eld in the same subject they teach, or Higher Education in the same subject they teach with pedagogical complementation.With better numbers but equally worrisome, the North region will have to present an increase superior to 40%, and the regions Southwest and South, 30% increased between 2016 and 2024.Data shows that, to reach the goal 15, will be necessary enlarge signi cantly the number of teachers with Higher Education in Education eld in the subject under their responsibility, from North to South.Whether the tendency is kept, none region will reach what was proposed in the mentioned goal.
Regarding to the work conditions, when considering the number of 414,865 teachers in 2016, educational indicators visited revel barriers related to the professional appreciation to whom teach in the High School in state schools in Brazilian regions.Data pointed that the Midwest region present almost half their teachers is not e ective.Near to it there are the South and Northwest regions.e North and Southwest regions present better number, although there are more than 25% of teachers hired in precarious way.Data also shows state networks in all the regions that do not obey the Law Number 11.738 (BRASIL, 2008) in the question basic wage and workload.
We detach that, from North to South, the High School live with teachers who work in many schools, with many students, stages and shi s.Even with limits of the indicator teaching e ort, data indicates a signi cant percentage of teachers in state schools with more than 300 students, who work in three shi s, two or three schools and two or three stages in the ve regions.However, it also makes regional inequalities evident.e North region presented near to 30% of teachers of High School of state schools concentrated in the levels 05 and 06.Near to 25% appear the regions Northwest, Southwest and South.With better numbers but similarly worrisome there is the Midwest region.Data makes evident an extensive and intensive journey in all the regions.
Brazil has a great debt with young people and with professionals of Education.e dimension universalization of access is more required in the North and Northwest regions.On its turn, appropriate training has greater appeal in the Northwest and Midwest regions.At the same time, the conquest of better work conditions is more required in the Midwest, North and South regions.Without disregard regional inequalities, the commitment and concretization of the goals 3, 15, 17 and 18 of the National Education Plan (PNE) are shown as fundamental from North to South.Social quality of High School only will be materialized with all the young people at school, attending the High School, and the real Education Professional Appreciation, consubstantiated in appropriate training, remuneration, carrier and work conditions.
Materialization of social quality of the High School suggests more financial resources for Education, and not the opposite.We consider equally fundamental the institutionalization of a National Education System and applying 10% of the gross domestic product (GDP) in public education, prevised in the National Education Plan (PNE), articulated with the goals related to the universalization of access and appreciation of the teacher who work in High School in state schools.Only with all the teachers appreciated and with prestigious and solid theoretical training we may glimpse the assurance of the social right for every young people to conclude the High School in all the regions of Brazil.These dimensions are silenced by those who defend the Law 13.415/2017.

Frame 1 -
Categories of adequacy of teacher training regarding to the subject they teachGROUP DESCRIPTION 01Teachers trained in Higher Education in Education eld in the same subject they teach, or under graduation in the same subject with pedagogical complementation concluded.02 Teachers trained in Higher Education in the same subject they teach, but not in Education eld or pedagogical complementation.03 Teachers trained in Higher Education in Education eld but in a di erent subject they teach; or Higher Education under graduation in subjects of common curricular base and complete pedagogical complementation in a di erent area that they teach.04 Teachers with training did not consider in the previous categories.05 Teachers who do not have the Higher Education degree.Source: BRASIL (2016a, p. 5).8 Normal modality was the course addressed to training teachers for Child Education and Five early years of Elementary Education in the Previous Law of Guidelines and Bases of Education.

Frame
until 25 students and works in a single shi , school and stage.02Teacher who has between 25 and 150 students and works in a single shi , school and stage.03

Table 1 -Resident population from 15 to 17 years old, enrollment in the High School and Gross Frequency Rate (TFB) and Net Frequency Rate (TFL) -Geographic Regions -2013/2015
Source:

Table 2 -Academic training of teachers of High School regarding to the Region -2013/2016
Source: Developed by the author with data from Brasil (2016). 676 It includes courses for pedagogical complementation.

Table 3 -Percentage of teachers in the High School by indicator group adequacy of teacher training, according to the State administrative dependency -Brazil -2013/2016
Source: Developed by the author with data available in Brasil (2016a).

Table 4 -E ective teachers of High School, State administrative dependency -Regions -2013/2016
Source: Developed by the author with data available in Brasil (2016).