Abstract
This article analyzes the implementation of the new high school at the Euclides Dantas Institute of Education (IEED), in Vitória da Conquista-BA, based on the memories and experiences of teachers who experienced this process. The objective was to understand how teacher participation occurred in the elaboration and implementation of the reform, officially implemented in the state public network of Bahia as of 2023. It is qualitative research, from a phenomenological perspective, based on the contributions of Ricoeur and Triviños, having as analytical categories the educational reforms, social memory and experience. The production of the data occurred through semi-structured interviews, analyzed in permanent dialogue with the theoretical framework and considering the narratives, memories and experiences of the teachers. The results show that the implementation of the reform was perceived by the teachers as a vertical process, marked by the absence of dialogue and limited teacher participation in its elaboration. The testimonies also reveal impacts on the organization of pedagogical work, expressed in the reduction of the workload of components of general education, in the assignment of disciplines and training itineraries outside the area of teacher training, in the absence of guiding menus and in the increase of bureaucratic demands. The experiences narrated reveal feelings of devaluation, impotence and silencing, but also movements of adaptation and resignification of the teaching practice. It is concluded that the effectiveness of a high school policy committed to the social quality of education requires the recognition of teachers as active subjects in the construction of educational policies and in the organization of pedagogical work.