O ensino médio em tempo integral: desafios de gestão em uma escola estadual

Abstract

This master's thesis, conducted within the Professional Postgraduate Program of the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (Caed/UFJF), aims to discuss the difficulties encountered by school management in implementing Full-Time High School (EMTI) at the Geração Z State School. Thus, we raise the question: Given the main challenges encountered in implementing the full-time high school policy, how can management act to try to minimize them? The general objective, therefore, is to analyze the main challenges encountered by school management in implementing the full-time high school model. The specific objectives are: to describe the management practices derived from the full-time school model at the Geração Z State School; to analyze the management practices used to address the challenges encountered in implementing the full-time high school model at the school studied; and to propose an Educational Action Plan for the school that can promote improvements in the implementation of full-time high school. The theoretical framework included authors who discuss comprehensive education and full-time education (Arroyo, 2012; Cavaliere, 2012); the curriculum and its dynamics (Arroyo, 2013; Moll, 2012); and democratic school management (Souza, 2023; Lück, 2014; Libâneo, 2012). The proposed methodology is qualitative, of the case study type, with bibliographic review, document analysis, questionnaires applied to students of the EMTI (Full-Time Secondary Education); and semi-structured interviews with teachers, a specialist in basic education, the EMTI coordinator, and the vice-principal. The data indicate problems in infrastructure, as well as challenges with pedagogical practices, and lastly, dropout rates. These results provided input for the construction of the Educational Action Plan (EAP), which proposed actions to improve the management of the EMTI, organized around the axes of infrastructure, pedagogical practices, and communication processes. Finally, this work contributed to considerations regarding the application of public policies, their implications and limitations, as well as reflection on the possibility of interventions.