Ensino médio em tempo integral e protagonismo juvenil: desafios e possibilidades em uma escola estadual de Juiz de Fora/ MG

Abstract

This dissertation was developed within the scope of the Professional Postgraduate Program in Education Management and Assessment (PPGP) of the Center for Public Policies and Education Assessment (CAEd) of the Federal University of Juiz de Fora (UFJF). It is a case study on the implementation of the Full-Time High School policy (EMTI), focusing on youth protagonism, at the Vozes da Liberdade (EEVL) state school, located in the Zona da Mata region of Minas Gerais, Brazil. Implemented in 2020 and gradually expanded to the other grades of high school, the policy began to face challenges related to the school’s structural conditions, pedagogical organization, and the consolidation of practices aimed at promoting youth protagonism. In this context, the study sought to answer the following research question: how has the Full-Time High School policy, in the context of Vozes da Liberdade state school, fostered youth protagonism and addressed students’ needs and expectations, considering the structural and pedagogical challenges involved in its implementation? The general objective was to analyze how the EMTI policy has been implemented in the school and to what extent this process fosters youth protagonism. The analysis was grounded in the contributions of Mainardes (2006; 2009) and Ball and Bowe (1992), based on the Policy Cycle approach, as well as studies on integral education and youth protagonism developed by Cavaliere (2007; 2010), Moll (2008; 2012), Dayrell (2007), and Carrano (2013). The research adopted a qualitative approach, structured as a case study, with data produced through document analysis, questionnaires administered to teachers, interviews with school administrators, and a discussion circle with EMTI students. The results indicated that although the policy expands opportunities for student participation, its implementation in the investigated school still faces challenges related to professional training and engagement, as well as to the consolidation of pedagogical practices that ensure effective student participation. At the same time, potentialities were identified in the expansion of spaces for youth voice and participation, particularly through school projects and initiatives linked to the Life Project component. These findings supported the development of an Educational Action Plan (EAP) aimed at strengthening youth protagonism and expanding institutional spaces for student participation.