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The Innovative High School Program (IHSP) is an educational public policy aimed at fostering innovative curricular proposals in high schools. In order to understand how these proposals are being developed, we propose to discuss the implications of this program in the field of Nature Science teaching in the state schools of Curitiba-Paraná, considering the macro-field Scientific Initiation and Research. Data were collected through three techniques: documentary analysis, interview and questionnaire. The research subjects were managers, Biology, Physics and Chemistry professors and the respective students who participated in the actions developed under the program. The approach of the analysis was based on the Policy Cycle of Stephen Ball and collaborators and from the Discursive Textual Analysis. It was possible to verify that the effects of IHSP in the schools investigated were of first order, characterized by changes only in the practices outside the classroom and in the partial structure of the school. Little has changed regarding curriculum, assessment, access patterns or opportunities, and these changes have been restricted and privileged few students.

IMPLICAÇÕES DO PROGRAMA ENSINO MÉDIO INOVADOR NO ENSINO DE CIÊNCIAS DA NATUREZA NA REDE ESTADUAL DE EDUCAÇÃO DE CURITIBA/PR